Vocational Education Tasks - PDST

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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
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Vocational Education Tasks - PDST

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