Vocational Education Tasks - PDST

Coimisiún na Scrúduithe Stáit
State Examinations Commission
Leaving Certificate Applied 2005
Vocational Education Tasks
Chief Examiner’s Report

Contents
1. Introduction .............................................................................................................3
2. Performance of Candidates......................................................................................4
3. Analysis of Candidate Performance ........................................................................5
4. Conclusions ...........................................................................................................12
5. Recommendations .................................................................................................14
Appendix 1: Credit Tables....................................................................................17
Appendix 2: Marking Criteria ...............................................................................28
Appendix 3: Range of Tasks .................................................................................34
2

1. Introduction
This report gives feedback on the assessment of the Leaving Certificate Applied Vocational
Education Tasks for the years 2002-2005. It was compiled from the reports submitted by examiners
to the State Examinations Commission and from an analysis of candidates’ results carried out by the
Chief Examiner.
The Vocational Education Tasks comprise ten per cent of the total assessment for the Leaving
Certificate Applied programme, as follows:
Assessment framework for the Leaving Certificate Applied programme
Programme element
Leaving Certificate Applied programme 200
maximum number of credits
Tasks (7) 70 (7×10)
Vocational Education Tasks
These are based on the two vocational specialisms
chosen by candidates from the following:
1. Active Leisure Studies
2. Agriculture/Horticulture
3. Childcare/Community Care
4. Craft and Design
5. Engineering
6. Graphics and Construction Studies
7. Hair and Beauty
8. Hotel, Catering and Tourism
9. Information and Communication Technology
10. Office Administration and Customer Care
11. Technology
20 (2×10)
The chart shows the percentage of Leaving Certificate Applied candidates presenting tasks in the
different vocational specialisms in year 1 and in year 2 for the 2005 assessment. The distribution is
similar for the other years. Typically the Hotel, Catering and Tourism specialism is very popular
for year 1 candidates and the Information and Communication Technology is very popular for year
2 candidates.
35
30
% LCA candidates
25
20
15
10
5
year 1
year 2
0
1 2 3 4 5 6 7 8 9 10 11
Vocational specialism
3

2. Performance of Candidates
Appendix 1 contains eleven tables showing the number of credits awarded to candidates in the
different Vocational Education Tasks for year 1 (session 2) and year 2 (session 3) candidates in the
years 2002-2005.
The last column in each table represents the total number of Leaving Certificate Applied candidates
assessed in the session. The second last column in each table expresses the number of candidates
presenting a task in a specialism as a percentage of the total candidature.
4

3. Analysis of Candidate Performance
3.1 Timing of assessment
Candidates complete their first Vocational Education Task in year 1(session 2) and their second in
year 2 (session 3). Assessment of the Vocational Education Tasks is based on authentic evidence of
task completion together with a task report and an interview. The recommended time for
completing a task is ten hours.
The tasks are assessed by external examiners in early May for year 1 candidates and in early
February for year 2 candidates. The external examiners are appointed and trained by the State
Examinations Commission.
3.2 Assessment criteria
Vocational education tasks are assessed using the following criteria
• ability of a candidate to select and plan effectively a Vocational Education Task
• quality of engagement by the candidate in the activity and evidence provided of progress
and achievement
• ability of a candidate to reflect upon and evaluate the experience of undertaking and
completing the Vocational Education Task
• quality of integration and learning by the candidate
• evidence of cross-curricular applications
• quality of communicative ability.
The detailed indicators for these criteria are listed in appendix 2.
Good practice
Examiners found that the assessment process for Vocational Education Tasks worked best when
• schools and centres provided the examiner with suitable accommodation, relevant equipment
and a running order of candidates for assessment
• examiners had an opportunity to meet the group of candidates briefly before carrying out the
assessment of the tasks
• the tasks were clearly labelled, collated and available to examiners on arrival, so that examiners
could examine the Vocational Education Tasks prior to, and in preparation for, the interviews
with candidates
• candidates were well prepared and understood their role in the assessment process
• candidates were at ease with the interview component and were available for interview when
required.
Areas for development
In a small number of cases, tasks were not available when the examiner arrived in the school and
considerable time was wasted in locating these tasks. This practice was regarded as most
unsatisfactory by examiners.
Examiners reported that some candidates were still working on their task on the day of assessment.
In such cases, examiners reported an unsatisfactory delay in receiving these tasks for assessment.
To minimise unnecessary delays, examiners have requested that candidates do not present their task
reports in binders containing plastic covers for individual pages. This causes difficulties for
examiners who must check every page for material relevant to the task and officially stamp all
reports presented.
5

3.3 Purpose of Vocational Education Tasks
A Vocational Education Task is a practical activity through which students integrate and apply
learning experiences gained from the Leaving Certificate Applied programme. A task may involve
• developing a product
• investigating an issue
• performing an action
• providing a service
• staging an event
• personal reflection on an aspect of learning in the vocational specialism.
The tasks provide an opportunity for students to
• integrate learning and practical experiences from the different courses and modules of the
programme
• develop literacy, communication and numeracy skills
• develop confidence and self-esteem
• develop responsibility and initiative as well as skills in self-evaluation, problem solving,
reflection and management
• apply to practical problems and issues the knowledge, understanding, skills and competencies
developed through participation in the modules
• develop co-operation and team work.
Good practice
Examiners were generally satisfied that the majority of candidates had presented tasks that were
relevant and appropriate to the vocational specialism they had undertaken.
The majority of candidates demonstrated a high level of enthusiasm and commitment in the
preparation and presentation of the tasks. This was particularly evident where candidates selected
their own tasks.
Areas for development
Examiners expressed concern that some tasks were not entirely relevant to the vocational specialism
being assessed.
3.4 Promoting cross-curricular applications and integration through the Vocational
Education Tasks
Cross-curricular application is intended to link the learning from the vocational education element
and other elements of the Leaving Certificate Applied programme and is seen as a very important
aspect of the Vocational Education Tasks. By integrating learning in this way, the tasks help to
make students aware of links between the concepts, skills, competencies, experiences, knowledge
and understanding that they have developed through the whole Leaving Certificate Applied
programme.
Mathematical Applications and Information and Communication Technology (ICT) are mandatory
areas of cross-curricular applications in the Vocational Education Tasks. Where students undertake
tasks in ICT, they are required to show evidence of cross-curricular applications from Mathematical
Applications and at least one other Leaving Certificate Applied course.
6

Good practice
Examiners noted that candidates who performed well in the tasks showed evidence of relevant
cross-curricular applications, in addition to the mandatory areas.
Areas for development
Cross-curricular applications and integration continue, in many instances, to be contrived rather
than substantive. This results in low scoring for candidates in this criterion. Many candidates did
not achieve effective and meaningful integration in the mandatory area of Mathematical
Applications.
3.5 Balance between teacher support and student autonomy
Students following the Leaving Certificate Applied programme should be actively involved in the
identification, design and planning of their Vocational Education Tasks. Students have the main
responsibility for the task and it must their own work. The teacher may, however, need to advise
and guide students in
• identifying appropriate and relevant topics
• setting manageable and clear objectives
• planning and managing a time schedule to complete the Vocational Education Task
• developing research skills
• identifying potential human and material resources
• identifying other courses that might help in a meaningful way
• developing and encouraging integration
• examining and identifying areas of strengths and
• developing language and communication skills
weaknesses
• understanding the assessment requirements of the Vocational Education Task
• learning the technical skills required to make a presentation.
Good practice
Examiners reported that the best tasks were those where an appropriate balance was struck between
teacher guidance and the individual responsibility of the candidate.
Areas for development
Examiners reported that where a teacher input was excessive, it resulted in uniformity of tasks, lack
of individual candidate contribution and engagement, lack of understanding of the aims and purpose
of the task and poor performance at interview.
In product-type tasks in particular, some teachers provided candidates with specific design briefs
which limited candidates’ creativity and initiative.
Some investigation-type tasks lacked originality and were, in the view of the examiners, excessively
teacher-led. In such cases, many candidates failed to analyse findings, reach conclusions and
integrate learning in their investigations.
7

3.6 Group tasks
The Vocational Education Tasks may be undertaken on a group basis. The number of students
involved in a group should be kept to a minimum. Each student in a group task should have a
clearly-defined individual role, which allows each student to make a meaningful contribution to the
group task. It should take each individual student at least ten hours to complete a Vocational
Education Task. It is important that the individual student presents an overall description of the
group task and has a clear understanding of the nature and objectives of the whole task while at the
same time presenting a report on their individual contribution to the group task.
Good practice
Candidates who presented individual tasks, or who had been assigned specific roles within group
tasks, fared better in the assessment than candidates who participated in group task without a clearly
defined role.
Group tasks were most successful when each candidate had an appreciation of the nature and
objectives of the whole task, together with a clear understanding of their own role. This was
reflected in the candidate’s task report which outlined an overall description of the group task but
remained focused on their own individual contribution to that task.
Areas for development
In some instances, group tasks were not substantial enough to support an adequate work
involvement for each of the participants. Examiners also found that the number of participants in
some group tasks was too large.
The failure of many group tasks to address the area of individual candidate contribution continues
to be a problem. In some cases, candidates did not fully document their own contribution to such
tasks. Examiners expressed concern that although candidates involved in group tasks generally
presented individual task reports, they often included large amounts of copied material related to the
contribution of other participants in the group.
In some cases where a product was presented as part of a group task, examiners had great difficulty
in identifying and crediting the individual contribution and involvement of each candidate.
3.7 Evidence of task completion
Depending on the nature of the Vocational Education Task, authentic evidence of task completion
by the candidate may be in the form of a finished product/artefact, a record/log/portfolio, which
may include supporting photographic and/or video evidence of the investigation, event,
performance or service undertaken. Authenticity is verified by the school authorities by completing
the Sate Examinations Commission’s Foirm P2.
Good practice
When candidates used a diary/logbook to record the progress of their work on the tasks, it helped to
provide a focus and order in task preparation.
8

3.8 Task report
A task report is a description of the various stages required to complete a Vocational Education
Task. A task report should include the following information
• title
• statement of the aims
• plan of action
• an account of the steps taken in carrying out the task
• presentation and analysis of findings
• evaluation of the task and the candidate’s own contribution
• how other courses contributed to the Vocational Education Task.
Students may incorporate evidence of investigation and any other support documents into their final
report.
Good practice
Good task reports displayed clear aims, good planning and remained focussed throughout. Such
reports were concise and well presented.
Good research skills were evident in cases where candidates used a variety of appropriate
information-gathering techniques and a discriminating approach in the selection of material relevant
to their task.
The layout and organisation of some task reports were excellent. It was evident that candidates
structured their task reports around the headings of the task assessment criteria.
The best written reports included a table of contents, well organised content and evidence of
relevant research, planning or investigation undertaken, e.g. copies of correspondence sent and
received, relevant photographic evidence, copies of questionnaires, record of interviews,
bibliography.
Examiners were impressed by the effective use of Information and Communication Technology
(ICT) in task report preparation and presentation.
Candidates who presented videotape evidence to illustrate specific aspects of their tasks generally
fared well in the assessment.
In most cases where products/artefacts were produced, health and safety considerations were
evident in the planning process.
Areas for development
Some candidates did not include appropriate evidence of the research methods used in their task.
For example, candidates reported the use of methodologies such as interviews and questionnaires
but failed to provide any evidence. Sources of information including books and web sites were
frequently not credited.
Over-reliance on photocopied materials, transcription and indiscriminate use of information
downloaded from the Internet seemed to undermine the educational aims of the Vocational
Education Task.
Candidates continue to have difficulty in the area of self-evaluation and product evaluation.
9

Examiners have expressed concern about the choice of investigations as opposed to products in
some specialisms. They feel that weaker candidates in particular can achieve higher scores when
they are involved in a product-type task. In such cases candidates also find it easier to evaluate
products.
3.9 The interview
The interview involves a discussion between the examiner and a candidate on the work involved in
the task. The discussion lasts for at least five minutes of the twenty minutes allocated to the
assessment of each candidate’s task.
Good practice
It was evident from the interview component that candidates in general had a good knowledge and
understanding of the task they presented.
3.10 Range of tasks presented
The Vocational Education Tasks presented for assessment in session 2 and in session 3 originated
from eleven different specialisms, as follows:
Vocational specialisms in the Leaving Certificate Applied programme
1. Active Leisure Studies
2 . Agriculture/Horticulture
3. Childcare/Community Care
4. Craft and Design
5. Engineering
6 . Graphics and Construction Studies
7. Hair and Beauty
8. Hotel, Catering and Tourism
9. Information and Communication Technology
10. Office Administration and Customer Care
11. Technology
The types of tasks included the development of products/artefacts, staging of events, provision of
services and investigation of issues/topics. Appendix 3 includes examples of the range of tasks
presented for the different vocational specialisms.
Good practice
Examiners reported that the majority of candidates demonstrated a very satisfactory level of
practical skills with excellent standards evident in some cases. However, the standard of skills
varied considerably, ranging from very poor in a small number of cases to some tasks that exceeded
the standard as laid down in the guidelines for tasks.
Candidates generally demonstrated a high level of competency in the area of oral communication.
Examiners commented that candidates were comfortable with and confident in their approach to the
interview component of the assessment.
10

Examiners also commented favourably on candidates’ skills in the area of Information and
Communication Technology (ICT). The appropriate and effective application of these skills was
evident in the majority of tasks presented.
Other skills which were commended by examiners included
• manufacture and assembly skills
• manual dexterity in the use of tools and equipment
• computer aided design (CAD) skills
• art and design skills
• photographic and modelling skills.
Areas for development
Some examiners expressed concern that the complexity of tasks undertaken by some candidates and
the high level of skills required in their execution must have demanded more than the ten hours
recommended for task completion. This was the case in many of the product-type tasks presented.
Report-writing skills were generally very satisfactory. However, in some cases the reports which
accompanied products did not match the high quality of the product presented.
Examiners also stated that some reports showed little or no evidence of research and planning or
investigation and that evaluations and cross-curricular applications/integration were often weak.
In summary, examiners reported the following in relation and to the criteria used in Vocational
Education Task assessment:
• candidates’ clarity of purpose has improved in most cases but remains a problem for some
candidates who participate in group tasks
• research and planning could be further improved
• carrying out of task/investigation is generally of a good standard
• analysis of the findings in investigative tasks could be further improved
• self-evaluation and product evaluation are sometimes confused and are weak in many cases
• product evaluation is often omitted for product-type tasks
• the relevance and quality of cross-curricular applications and integration, particularly in the area
of Mathematical Applications needs to be improved in many tasks
• effectiveness of communication and presentation is generally of a high standard.
11

4. Conclusions
• Examiners were generally satisfied that the majority of candidates had presented tasks that were
relevant and appropriate to the vocational specialism they had undertaken.
• The majority of candidates demonstrated a high level of enthusiasm and commitment in the
preparation and presentation of the tasks. This was particularly evident where candidates
selected their own tasks.
• Examiners expressed concern that some tasks were not entirely relevant to the vocational
specialism being assessed.
• Examiners noted that candidates who performed well in the tasks showed evidence of relevant
cross-curricular applications, in addition to the mandatory areas.
• Cross-curricular applications and integration continue, in many instances, to be contrived rather
than substantive. This results in low scoring for candidates in this criterion. Many candidates
did not achieve effective and meaningful integration in the mandatory area of Mathematical
Applications.
• Examiners reported that the best tasks were those where an appropriate balance was struck
between teacher guidance and the individual responsibility of the candidate.
• Examiners reported that where a teacher input was excessive, it resulted in uniformity of tasks,
lack of individual candidate contribution and engagement, lack of understanding of the aims and
purpose of the task and poor performance at interview.
• Group tasks were most successful when each candidate had an appreciation of the nature and
objectives of the whole task, together with a clear understanding of their own role. This was
reflected in the candidate’s task report which outlined an overall description of the group task but
remained focused on their own individual contribution to that task.
• In some instances, group tasks were not substantial enough to support an adequate work
involvement for each of the participants. Examiners also found that the number of participants
in some group tasks was too large.
• In some cases where a product was presented as part of a group task, examiners had great
difficulty in identifying and crediting the individual contribution and involvement of each
candidate.
• The best written reports included a table of contents, well organised content and evidence of
relevant research, planning or investigation undertaken, e.g. copies of correspondence sent and
received, relevant photographic evidence, copies of questionnaires, record of interviews,
bibliography.
• Over-reliance on photocopied materials, transcription and indiscriminate use of information
downloaded from the Internet seemed to undermine the educational aims of the Vocational
Education Task.
12

• Examiners reported that the majority of candidates demonstrated a very satisfactory level of
practical skills with excellent standards evident in some cases. However, the standard of skills
varied considerably, ranging from very poor in a small number of cases to some tasks that
exceeded the standard as laid down in the guidelines for tasks.
• Some examiners expressed concern that the complexity of tasks undertaken by some candidates
and the high level of skills required in their execution must have demanded more than the ten
hours recommended for task completion. This was the case in many of the product-type tasks
presented.
13

5. Recommendations for teachers and students
Arrangements for assessment of Vocational Education Tasks
• All material for assessment including products/artefacts should be clearly labelled, collated
and made available to examiners on arrival at a centre. A running order of candidates for
assessment should also be provided.
• Accommodation provided by the school should be appropriate for the assessment process,
i.e. a comfortable and quiet environment.
• Examiners should be made aware of candidates with special needs in advance of the
assessment, particularly if the special needs may have an impact on the interview component
of the assessment e.g. speech and language difficulties etc.
Process of selecting and undertaking tasks
• Tasks undertaken by candidates should be relevant to the vocational specialism being
examined and consistent with the time recommended for task completion.
• Opportunities for the meaningful and relevant integration of the mandatory areas of crosscurricular
application should be fully exploited and developed in the Vocational Education
Tasks.
• An appropriate balance should be struck between teacher guidance in task selection and
preparation, and the individual responsibility of candidates.
• In group tasks, all candidates should be allocated an adequate and clearly identifiable role to
facilitate appropriate engagement and subsequent awarding of credit for individual
contribution.
• It is essential that each participant in a group task has an appreciation of the nature and
objectives of the whole task, together with a clear understanding of their own role.
• The contribution of each individual candidate to a group product-type task should be clearly
marked for easy identification by the examiner.
• Candidates involved in a group task should present an individual task report focused on their
own contribution only. The use of a diary/logbook to record the nature and progress of an
individual's input to the group task work would help to provide such a focus in task
preparation.
Task reports
• The importance of including relevant evidence and materials to support research, planning
or investigations undertaken should be further emphasised.
• Candidates should be encouraged to be selective about what they include in their task
reports, and should not rely solely on photocopied materials, transcription and the
indiscriminate use of information downloaded from the Internet.
14

• It is recommended that candidates receive further guidance and practice in order to develop
critical skills of reflection and evaluation.
Interview preparation
• The importance of the interview component of the task assessment should be further
emphasised. Candidates should be aware that the interview provides them with an
opportunity to improve their marks for tasks presented. It is therefore recommended that
adequate preparation for the interview be undertaken with candidates in class to enable them
to maximise their performance in this important component of the assessment.
15

Appendices
Appendix 1 includes tables that show the credits achieved by candidates in Vocational Education
Tasks for the years 2002-2005.
Appendix 2 lists the marking criteria and indicators used in assessing the Vocational Education
Tasks.
Appendix 3 gives examples of the range of tasks presented for assessment by candidates in each
vocational specialism.
16

Appendix 1
The following eleven tables show the number of credits awarded to candidates in the different Vocational Education Tasks for year 1 (session 2)
and year 2 (session 3) candidates in the years 2002-2005. The last column in each table represents the total number of Leaving Certificate
Applied candidates assessed in the session. The second last column expresses the number of candidates presenting a task in a specialism as a
percentage of the total candidature.
Table 1:
Active Leisure Studies
credits
year session 0 1 2 3 4 5 6 7 8 9 10 total % candidature
2002 2 0 0 0 1 0 2 7 9 3 3 0 25 0.7% 3464
0% 0% 0% 4% 0% 8% 28% 36% 12% 12% 0% 100%
2003 2 0 3 0 3 12 14 5 6 9 3 3 58 1.5% 3798
0% 5% 0% 5% 21% 24% 9% 10% 16% 5% 5% 100%
2004 2 2 0 2 0 4 7 15 8 5 1 0 44 1.2% 3581
5% 0% 5% 0% 9% 16% 34% 18% 11% 2% 0% 100%
2005 2 5 5 7 8 17 12 18 20 19 13 10 134 3.8% 3490
4% 4% 5% 6% 13% 9% 13% 15% 14% 10% 7% 100%
2002 3 0 0 0 2 4 7 11 18 7 7 4 60 2.0% 2953
0% 0% 0% 3% 7% 12% 18% 30% 12% 12% 7% 100%
2003 3 0 0 1 2 5 2 5 9 15 7 18 64 2.0% 3146
0% 0% 2% 3% 8% 3% 8% 14% 23% 11% 28% 100%
2004 3 0 0 3 1 3 3 14 8 17 8 3 60 1.7% 3443
0% 0% 5% 2% 5% 5% 23% 13% 28% 13% 5% 100%
2005 3 0 0 3 2 6 16 7 11 9 1 3 58 1.8% 3214
0% 0% 5% 3% 10% 28% 12% 19% 16% 2% 5% 100%
17

Table 2:
Agriculture/Horticulture
credits
year session 0 1 2 3 4 5 6 7 8 9 10 total % candidature
2002 2 0 1 0 3 10 25 32 22 16 4 0 113 3.3% 3464
0% 1% 0% 3% 9% 22% 28% 19% 14% 4% 0% 100%
2003 2 3 2 1 11 9 14 17 8 10 7 11 93 2.4% 3798
3% 2% 1% 12% 10% 15% 18% 9% 11% 8% 12% 100%
2004 2 0 0 3 9 17 27 32 29 18 3 2 140 3.9% 3581
0% 0% 2% 6% 12% 19% 23% 21% 13% 2% 1% 100%
2005 2 1 3 3 8 20 26 13 8 6 2 3 93 2.7% 3490
1% 3% 3% 9% 22% 28% 14% 9% 6% 2% 3% 100%
2002 3 0 0 0 0 2 5 8 29 19 24 29 116 3.9% 2953
0% 0% 0% 0% 2% 4% 7% 25% 16% 21% 25% 100%
2003 3 1 2 1 3 8 18 19 19 23 9 3 106 3.4% 3146
1% 2% 1% 3% 8% 17% 18% 18% 22% 8% 3% 100%
2004 3 1 2 3 12 12 19 35 44 45 16 11 200 5.8% 3443
1% 1% 2% 6% 6% 10% 18% 22% 23% 8% 6% 100%
2005 3 1 0 2 2 6 5 16 17 16 4 15 84 2.6% 3214
1% 0% 2% 2% 7% 6% 19% 20% 19% 5% 18% 100%
18

Table 3:
Childcare/Community Care
credits
year session 0 1 2 3 4 5 6 7 8 9 10 total % candidature
2002 2 0 2 0 7 7 12 27 62 60 52 30 259 7.5% 3464
0% 1% 0% 3% 3% 5% 10% 24% 23% 20% 12% 100%
2003 2 0 2 6 9 22 40 52 71 52 29 24 307 8.1% 3798
0% 1% 2% 3% 7% 13% 17% 23% 17% 9% 8% 100%
2004 2 0 0 0 3 0 8 21 33 36 37 24 162 4.5% 3581
0% 0% 0% 2% 0% 5% 13% 20% 22% 23% 15% 100%
2005 2 1 3 0 2 2 7 23 38 57 59 46 238 6.8% 3490
0% 1% 0% 1% 1% 3% 10% 16% 24% 25% 19% 100%
2002 3 1 0 0 0 0 2 2 13 23 28 34 103 3.5% 2953
1% 0% 0% 0% 0% 2% 2% 13% 22% 27% 33% 100%
2003 3 0 0 0 3 2 7 12 19 32 38 35 148 4.7% 3146
0% 0% 0% 2% 1% 5% 8% 13% 22% 26% 24% 100%
2004 3 0 0 1 1 3 5 11 20 28 36 51 156 4.5% 3443
0% 0% 1% 1% 2% 3% 7% 13% 18% 23% 33% 100%
2005 3 0 1 0 0 1 6 18 29 51 44 42 192 6.0% 3214
0% 1% 0% 0% 1% 3% 9% 15% 27% 23% 22% 100%
19

Table 4:
Craft and Design
credits
year session 0 1 2 3 4 5 6 7 8 9 10 total % candidature
2002 2 5 9 10 5 22 30 51 62 62 32 27 315 9.1% 3464
2% 3% 3% 2% 7% 10% 16% 20% 20% 10% 9% 100%
2003 2 0 3 10 11 14 17 41 24 37 42 45 244 6.4% 3798
0% 1% 4% 5% 6% 7% 17% 10% 15% 17% 18% 100%
2004 2 0 4 1 7 15 25 55 60 67 65 60 359 10.0% 3581
0% 1% 0% 2% 4% 7% 15% 17% 19% 18% 17% 100%
2005 2 0 2 3 4 13 23 57 64 62 51 47 326 9.3% 3490
0% 1% 1% 1% 4% 7% 17% 20% 19% 16% 14% 100%
2002 3 1 0 5 9 15 15 23 24 26 27 8 153 5.2% 2953
1% 0% 3% 6% 10% 10% 15% 16% 17% 18% 5% 100%
2003 3 2 2 3 10 13 21 35 39 32 23 16 196 6.2% 3146
1% 1% 2% 5% 7% 11% 18% 20% 16% 12% 8% 100%
2004 3 0 2 4 7 9 35 48 59 56 26 13 259 7.5% 3443
0% 1% 2% 3% 3% 14% 19% 23% 22% 10% 5% 100%
2005 3 1 1 0 2 7 14 48 48 46 40 24 231 7.2% 3214
0% 0% 0% 1% 3% 6% 21% 21% 20% 17% 10% 100%
20

Table 5:
Engineering
credits
year session 0 1 2 3 4 5 6 7 8 9 10 total % candidature
2002 2 2 2 4 7 14 11 53 83 87 69 53 385 11.1% 3464
1% 1% 1% 2% 4% 3% 14% 22% 23% 18% 14% 100%
2003 2 2 7 27 13 35 64 74 90 88 71 18 489 12.9% 3798
0% 1% 6% 3% 7% 13% 15% 18% 18% 15% 4% 100%
2004 2 1 2 7 14 38 46 77 91 71 50 28 425 11.9% 3581
0% 0% 2% 3% 9% 11% 18% 21% 17% 12% 7% 100%
2005 2 3 3 2 9 14 35 49 79 56 36 15 301 8.6% 3490
1% 1% 1% 3% 5% 12% 16% 26% 19% 12% 5% 100%
2002 3 3 2 4 14 8 19 38 46 45 41 30 250 8.5% 2953
1% 1% 2% 6% 3% 8% 15% 18% 18% 16% 12% 100%
2003 3 1 3 3 6 25 31 48 82 60 43 24 326 10.4% 3146
0% 1% 1% 2% 8% 10% 15% 25% 18% 13% 7% 100%
2004 3 0 1 4 4 0 7 17 34 45 44 38 194 5.6% 3443
0% 1% 2% 2% 0% 4% 9% 18% 23% 23% 20% 100%
2005 3 5 2 0 10 20 42 38 46 51 53 13 280 8.7% 3214
2% 1% 0% 4% 7% 15% 14% 16% 18% 19% 5% 100%
21

Table 6:
Graphics and Construction Studies
credits
year session 0 1 2 3 4 5 6 7 8 9 10 total % candidature
2002 2 3 5 5 11 33 70 136 183 127 118 39 730 21.1% 3464
0% 1% 1% 2% 5% 10% 19% 25% 17% 16% 5% 100%
2003 2 6 10 8 18 56 75 107 162 188 112 36 778 20.5% 3798
1% 1% 1% 2% 7% 10% 14% 21% 24% 14% 5% 100%
2004 2 9 7 9 27 39 66 105 157 147 106 38 710 19.8% 3581
1% 1% 1% 4% 5% 9% 15% 22% 21% 15% 5% 100%
2005 2 1 20 24 40 65 90 138 173 127 72 20 770 22.1% 3490
0% 3% 3% 5% 8% 12% 18% 22% 16% 9% 3% 100%
2002 3 0 0 2 7 21 41 100 100 129 93 35 528 17.9% 2953
0% 0% 0% 1% 4% 8% 19% 19% 24% 18% 7% 100%
2003 3 0 0 2 12 28 60 94 97 96 70 24 483 15.4% 3146
0% 0% 0% 2% 6% 12% 19% 20% 20% 14% 5% 100%
2004 3 1 4 1 9 27 45 118 165 138 59 14 581 16.9% 3443
0% 1% 0% 2% 5% 8% 20% 28% 24% 10% 2% 100%
2005 3 1 3 5 8 22 60 58 102 136 112 34 541 16.8% 3214
0% 1% 1% 1% 4% 11% 11% 19% 25% 21% 6% 100%
22

Table 7:
Hair and Beauty
credits
year session 0 1 2 3 4 5 6 7 8 9 10 total % candidature
2002 2 0 0 0 0 0 0 2 10 19 17 7 55 1.6% 3464
0% 0% 0% 0% 0% 0% 4% 18% 35% 31% 13% 100%
2003 2 0 0 1 1 1 2 3 8 18 7 0 41 1.1% 3798
0% 0% 2% 2% 2% 5% 7% 20% 44% 17% 0% 100%
2004 2 0 0 0 0 11 11 4 5 13 15 7 66 1.8% 3581
0% 0% 0% 0% 17% 17% 6% 8% 20% 23% 11% 100%
2005 2 0 0 0 0 1 6 11 11 25 17 6 77 2.2% 3490
0% 0% 0% 0% 1% 8% 14% 14% 32% 22% 8% 100%
2002 3 0 0 0 0 0 0 1 4 4 7 3 19 0.6% 2953
0% 0% 0% 0% 0% 0% 5% 21% 21% 37% 16% 100%
2003 3 0 0 0 0 0 0 4 4 5 1 0 14 0.4% 3146
0% 0% 0% 0% 0% 0% 29% 29% 36% 7% 0% 100%
2004 3 0 0 0 0 1 5 6 5 8 5 3 33 1.0% 3443
0% 0% 0% 0% 3% 15% 18% 15% 24% 15% 9% 100%
2005 3 1 0 0 0 2 4 4 14 5 4 1 35 1.1% 3214
3% 0% 0% 0% 6% 11% 11% 40% 14% 11% 3% 100%
23

Table 8:
Hotel, Catering and Tourism
credits
year session 0 1 2 3 4 5 6 7 8 9 10 total % candidature
2002 2 7 11 7 39 77 136 146 189 228 168 61 1069 30.9% 3464
1% 1% 1% 4% 7% 13% 14% 18% 21% 16% 6% 100%
2003 2 4 12 22 57 109 172 230 237 212 129 70 1254 33.0% 3798
0% 1% 2% 5% 9% 14% 18% 19% 17% 10% 6% 100%
2004 2 4 3 10 23 21 65 127 197 231 238 201 1120 31.3% 3581
0% 0% 1% 2% 2% 6% 11% 18% 21% 21% 18% 100%
2005 2 4 3 5 29 56 63 136 227 273 210 130 1136 32.6% 3490
0% 0% 0% 3% 5% 6% 12% 20% 24% 18% 11% 100%
2002 3 0 3 10 9 28 36 59 84 105 88 65 487 16.5% 2953
0% 1% 2% 2% 6% 7% 12% 17% 22% 18% 13% 100%
2003 3 0 1 0 7 37 55 87 109 120 105 82 603 19.2% 3146
0% 0% 0% 1% 6% 9% 14% 18% 20% 17% 14% 100%
2004 3 2 1 10 11 21 32 57 92 124 103 91 544 15.8% 3443
0% 0% 2% 2% 4% 6% 10% 17% 23% 19% 17% 100%
2005 3 1 0 3 4 17 31 61 79 120 92 79 487 15.2% 3214
0% 0% 1% 1% 3% 6% 13% 16% 25% 19% 16% 100%
24

Table 9:
Information and Communications Technology
credits
year session 0 1 2 3 4 5 6 7 8 9 10 total % candidature
2002 2 1 7 16 40 43 60 41 30 29 17 2 286 8.3% 3464
0% 2% 6% 14% 15% 21% 14% 10% 10% 6% 1% 100%
2003 2 3 9 22 22 40 71 54 54 20 6 1 302 8.0% 3798
1% 3% 7% 7% 13% 24% 18% 18% 7% 2% 0% 100%
2004 2 1 7 11 37 55 48 75 49 31 18 11 343 9.6% 3581
0% 2% 3% 11% 16% 14% 22% 14% 9% 5% 3% 100%
2005 2 0 2 8 14 39 50 60 39 27 10 5 254 7.3% 3490
0% 1% 3% 6% 15% 20% 24% 15% 11% 4% 2% 100%
2002 3 4 2 26 55 98 165 188 180 147 84 42 991 33.6% 2953
0% 0% 3% 6% 10% 17% 19% 18% 15% 8% 4% 100%
2003 3 2 9 23 37 84 142 164 190 149 135 80 1015 32.3% 3146
0% 1% 2% 4% 8% 14% 16% 19% 15% 13% 8% 100%
2004 3 3 6 24 49 116 159 176 225 185 145 81 1169 34.0% 3443
0% 1% 2% 4% 10% 14% 15% 19% 16% 12% 7% 100%
2005 3 3 2 24 31 94 135 213 192 169 104 46 1013 31.5% 3214
0% 0% 2% 3% 9% 13% 21% 19% 17% 10% 5% 100%
25

Table 10: Office Administration and Customer Care
credits
year session 0 1 2 3 4 5 6 7 8 9 10 total % candidature
2002 2 0 1 0 0 4 14 25 54 39 27 8 172 5.0% 3464
0% 1% 0% 0% 2% 8% 15% 31% 23% 16% 5% 100%
2003 2 0 0 9 8 21 25 38 34 18 10 2 165 4.3% 3798
0% 0% 5% 5% 13% 15% 23% 21% 11% 6% 1% 100%
2004 2 1 2 11 6 4 9 23 30 30 21 18 155 4.3% 3581
1% 1% 7% 4% 3% 6% 15% 19% 19% 14% 12% 100%
2005 2 1 2 6 7 14 15 17 27 23 13 6 131 3.8% 3490
1% 2% 5% 5% 11% 11% 13% 21% 18% 10% 5% 100%
2002 3 0 1 4 8 4 28 36 66 50 28 8 233 7.9% 2953
0% 0% 2% 3% 2% 12% 15% 28% 21% 12% 3% 100%
2003 3 0 0 2 5 21 34 31 29 35 21 2 180 5.7% 3146
0% 0% 1% 3% 12% 19% 17% 16% 19% 12% 1% 100%
2004 3 0 0 6 11 30 44 38 28 32 25 17 231 6.7% 3443
0% 0% 3% 5% 13% 19% 16% 12% 14% 11% 7% 100%
2005 3 1 2 5 14 27 41 67 55 35 21 3 271 8.4% 3214
0% 1% 2% 5% 10% 15% 25% 20% 13% 8% 1% 100%
26

Table 11: Technology
credits
year session 0 1 2 3 4 5 6 7 8 9 10 total % candidature
2002 2 0 0 2 0 1 2 7 15 14 6 8 55 1.6% 3464
0% 0% 4% 0% 2% 4% 13% 27% 25% 11% 15% 100%
2003 2 1 3 4 4 7 5 8 11 7 11 6 67 1.8% 3798
1% 4% 6% 6% 10% 7% 12% 16% 10% 16% 9% 100%
2004 2 0 0 0 1 4 7 8 14 10 11 2 57 1.6% 3581
0% 0% 0% 2% 7% 12% 14% 25% 18% 19% 4% 100%
2005 2 0 1 0 0 0 1 2 3 7 13 3 30 0.9% 3490
0% 3% 0% 0% 0% 3% 7% 10% 23% 43% 10% 100%
2002 3 0 0 0 1 0 2 4 2 4 0 0 13 0.4% 2953
0% 0% 0% 8% 0% 15% 31% 15% 31% 0% 0% 100%
2003 3 0 0 0 1 0 0 0 0 1 3 6 11 0.3% 3146
0% 0% 0% 9% 0% 0% 0% 0% 9% 27% 55% 100%
2004 3 0 0 0 0 0 0 0 1 5 6 4 16 0.5% 3443
0% 0% 0% 0% 0% 0% 0% 6% 31% 38% 25% 100%
2005 3 0 0 0 1 0 4 6 7 1 1 2 22 0.7% 3214
0% 0% 0% 5% 0% 18% 27% 32% 5% 5% 9% 100%
27

Appendix 2
These three tables list the marking criteria and indicators used in assessing the Vocational Education
Tasks. The table used depends whether the candidate presented a product/artefact (LCA 30),
an investigation (LCA 31) or a provision of service/staging an event (LCA 32).
LCA 30
Product/Production/Live performance
criterion mark indicators
Clarity of Purpose 10 • Statement of aim(s)
– clear
– relevant
Research and Planning 10 • Background research
– information gathering techniques used
– sources of information credited
• alternative solutions – product/craft/play etc.
• skill assessment (own and group if applicable)
• resource assessment
– equipment
– tools
– designs
– drawings
– scripts
– receipts
– pattern
– costing
• action plan
• sequencing
• checklists of resources
Carrying out of Task 20 • application of skills
• use of tools and materials
• skills appropriate to the task
• skill factor
• quality control measures
• implementation of Health and Safety practices
Meeting the Brief/
Suitability for Purpose
20 • evaluation of product/production with reference to
aims (by examiner)
• quality of product/ production related to the
purpose/brief, e.g.
– finish of product
– visual quality
– safety
– taste/flavour
• suitability for purpose, related to the purpose/brief
e.g.
– choice of technique
– script
– craft
– materials
– equipment
28

criterion mark indicators
Creativity/Originality/Innovation 10 • candidate’s own work
• selective use of commercial patterns/designs/kits
(sources credited)
• evidence of original input by way of
development/interpretation
• aesthetic considerations, e.g.
– presentation
– design
– colour
• own design/composition
• inventiveness
• resourcefulness
Self Evaluation and Product
Evaluation
Evidence of Cross-Curricular
Applications and Integration
10 • evaluation of own role
• knowledge of self
– skills/attitudes developed
– lessons learned about self for the future
• evaluation of product/production by candidate with
proposals for modification (if applicable)
• difficulties encountered
10 • extent of cross-curricular applications
• quality of cross-curricular applications
• relevance of cross-curricular applications
• coherence of integration
Effectiveness of Communication
and Presentation
10 • written
– format
– layout
– neatness
– legibility
– clarity/organisation
– use of illustrative material
– appropriateness of illustrative material
– quality of illustrative material
– table of contents
• oral
– oral communication skills
– ability to convey ideas
o clarity
o fluency
o coherence
29

LCA 31
An investigation
criterion mark indicators
Clarity of Purpose 10 • statement of aim(s)
– clear
– relevant
Research & Planning 20 • evidence of background research
– primary research/desk research
• information gathering techniques, e.g.
– letters
– questionnaires
• sources of information credited
• alternative solutions/techniques
• equipment etc.
• action plan
• setting time scales
• sequencing
• checklists of resources
Carrying out of Investigation 20 • description of methodology used
• techniques and procedures employed including
– copies of questionnaires
– maps
– models
– photos
– etc.
• use of information
• organisation of information
• accuracy of information
• relevance of information
Presentation and Analysis of
Findings
10 • interpretation of results/outcomes of investigation
against the stated aim(s) to reach own conclusions
• evaluation of results/outcomes of investigation against
the stated aim(s) to reach own conclusions
• analysis of results/outcomes of investigation against the
stated aim(s) to reach own conclusions
• knowledge of concepts involved
• understanding of concepts involved
Creativity/Originality 10 • candidate’s own work, written in own words
• selective use of transcription/published materials/
graphics etc.(source credited)
• evidence of original input by way of primary research
• development of information
• analysis of information
• interpretation of information
• aesthetic considerations, e.g.
– layout
– use of illustrations
– presentation
Self Evaluation 10 • evaluation of own role
• knowledge of self
– skills/attitudes developed
– lessons learned about self for the future
• difficulties encountered
Evidence of Cross-Curricular
Applications and Integration
10 • extent of cross-curricular applications
• quality of cross-curricular applications
• relevance of cross-curricular applications
• coherence of integration
30

criterion mark indicators
Effectiveness of
Communication and
Presentation
10 • written
– format
– layout
– neatness
– legibility
– clarity/organisation
– use of illustrative material
– appropriateness of illustrative material
– quality of illustrative material
– table of contents
• oral
– oral communication skills
– ability to convey ideas
o clarity
o fluency
o coherence
31

LCA 32
Provision of service/staging an event/enterprise activity
criterion mark indicators
Clarity of Purpose 10 • statement of aim(s)
– clear
– relevant
Research & Planning 20 • evidence of background research
• identifying target group
• skill assessment (own and group if applicable)
• resource assessment
• market research
• alternatives considered
• information gathering techniques
– letters
– questionnaires
• action plan
• business plan with projections (Enterprise 1)
Carrying out of Task 20 • description of activity
• description of own/group/outside agency
involvement/role
• resources used
– people
– equipment
– finance
• problems encountered (if any)
• adaptation of plans (if required)
• quality control measures
• implementation of Health and Safety practices
• evidence of involvement in task
– photographs
– video extracts
Presentation and Analysis of
Findings
10 • methods used to measure outcomes/success
• analysis of results
• evaluation of results leading to conclusions
• relating conclusions to original aims
• strengths/weaknesses/suggestions for improvement to
task
Creativity/Originality/Innovation 10 • originality/innovation demonstrated in the selection
and organisation of the task
• evidence of primary research
• resourcefulness
• candidate’s own work
• selective use of
– transcription (sources credited)
– graphics
Self Evaluation 10 • evaluation of own role
• knowledge of self
– skills/attitudes developed
– lessons learned about self for the future
• difficulties encountered
Evidence of Cross-Curricular
Applications and Integration
10 • extent of cross-curricular applications
• quality of cross-curricular applications
• relevance of cross-curricular applications
• coherence of integration
32

criterion mark indicators
Effectiveness of Communication
and Presentation
10 • written
– format
– layout
– neatness
– legibility
– clarity/organisation
– use of illustrative material
– appropriateness of illustrative material
– quality of illustrative material
– table of contents
• oral
– oral communication skills
– ability to convey ideas
o clarity
o fluency
o coherence
33

Appendix 3
This appendix gives examples of the range of tasks presented by candidates for assessment in each
vocational specialism.
1. Active Leisure Studies
Staging an event
badminton coaching
circuit training
dance workshop
horse riding
outdoor pursuits
quad biking
soccer blitz
soccer coaching
investigation
leisure industry employment
leisure/tourism
martial arts
sports clubs
sports facilities
2. Agriculture/Horticulture
Staging an event
construct a polythene tunnel
construct an area to encourage wildlife
construct garden features
design a school garden
hanging baskets
planting of tubs
renovate an area of the school grounds
window boxes
investigation
farm machinery
farm safety
forestry
investigation of dairying
pig rearing
3. Childcare/Community Care
Product Investigation Staging an event
activity quilt a day in the life of a child activity morning
alphabet books books for children cat and mouse
baby blanket
breastfeeding and bottlefeeding
clay modelling
baby cushion child development musical chairs
booklet for pregnant childminders
painting by numbers
women
children & toddlers guide crèches party for senior citizens
colouring books disabilities pass the parcel
counting books premature babies shadow puppet show
design a nursery childhood diseases visit to a sheltered
workshop
dolls cot safety in the home kiddie’s party
felt cubes
street games
glove puppet
toddler development
learn about shapes book children with special needs
34

mobile
nursery rhyme book
patchwork clock
play activity pack
play mats
shape sorter
soft toys
storyboard
wooden building blocks
4. Craft and Design
The production of a variety of artefacts including:
appliqué wall hanging
batik banner
batik wall hanging
ceramic lamp base
ceramic oil burner
ceramic vessel
exhibition of photographs
fabric cushions
interior design project
investigations into block printing and
signage
jewellery design
lino printing
marionette puppet
mixed media collage
mosaic for tabletop
painted heraldic crest
papier mache zodiac signs
pinhole photography project
props for school musical
puppets, props and video of puppet show
silk paintings
soft toys
5. Engineering
The production of a variety of artefacts including:
axle stand
brackets
candleholder
clock
coat hanger
coffee table
fireside set
garden bench
garden gate
gas bottle trolley
lamp
picture frame
ornament
plant stand
bucket
storage rack
telephone table
tool bench
toys
weather vane
35

6. Graphics and Construction Studies
The production of a variety of artefacts including:
bedside locker bird box bird feeder
bird table board game bookcase
CD storage box cheese board clock
coffee table computer desk dart board box
dog kennel dolls house educational toys
fire surround foot stool fruit bowl
garden bench jewellery box key rack
kitchen roll holder letter box magazine holder
model block wall model model of a foundation model of a house
model of bathroom model of living room timber frame model
models blanket box mug stand picture frame
plant holder set of shelves spice rack
stool storage items for bedroom table lamp
tool box tray tray
TV. stand video cabinet wine rack
7. Hair and Beauty
Provision of a service
facial
foot massage
make-up
manicure
wash and blow dry
investigation
body care
customer care
diet lifestyles
fake tans
fashion trends
hair care products
hair structure and growth cycle
hair styles
nail art
skin cancer
skin products
8. Hotel, Catering and Tourism
Product/Provision of a service
coffee morning
ethnic cookery day
historic areas in Ireland
hotels in Blarney
prepare an Italian meal
preparing sandwiches
producing an international meal
running a buffet
tourist brochure
tourist video
investigation
health food survey
purchased food products
special dietary requirements
36

9. Information and Communication Technology
Product
calendar
certificates
database of library books
database of local trades people
greeting cards
guitar booklet
health and safety booklet
newsletter
PowerPoint presentation
school magazine
tips on buying a computer
wedding stationery
investigation
healthy eating
internet shopping
purchasing a digital camera
websites
10. Office Administration and Customer Care
Provision of a Service
advertising
fire drill
programme for school musical
provision of a business directory for
locality
retailing
setting up an office
Investigation
contract of employment
costing a holiday
franchising
health and safety in the office
mobile phones
motor insurance
plastic money
product promotion
shopping on-line
supermarket sales comparison
trade unions
11. Technology
Design and manufacture of a variety of products/artefacts including:
car barrier
cat flap for a door
conveyor belt
dice board
house alarm
hovercraft
motor car
shop display sign
37