21883G Unit1 Pef 2017031
21883G Unit1 Pef 2017031
January 2017
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January 2017
Publications Code 21883G_1701_ER
All the material in this publication is copyright
© Pearson Education Ltd 2017
General Comments
This was the second time that this exam had been sat. All questions were
attempted by some learners, with some students demonstrating a clear
ability to apply the knowledge learnt from the specification. Responses from
the students generally showed good coverage of the unit specification and
that good use of the Sample Assessment Materials had been made. There
were numerous examples of students using their knowledge in applied
situations throughout the paper, indicating a good level of understanding.
Question 6
Question 7
Students were expected to state one cause of pyrexia. This question was
poorly answered with learners offering a range of answers including “coming
into contact with another animal with the illness” and “stress”. There was
some confusion by some learners between the term pyrexia and anorexia.
1 mark awarded
0 marks awarded
Question 8
2 Marks awarded
Question 9
2 Marks awarded
Question 10
To obtain marks in this question learners had to provide two reasons why
bacteria are modified for use in vaccinations. Most learners were able to
access one mark by correctly commenting that it stopped the illness
developing. A much smaller percentage of learners were able to state two
different reasons. A number of learners also commented on why
vaccinations are used, therefore missing the focus of the question.
2 Marks
awarded
2 marks awarded
Question 12
This question was the first “explain” question of the paper. Some students
provided an answer without explaining their reasoning behind it and
therefore lost marks. However the majority of learners did not access any
marks for this question as they were not familiar with the term caecotroph
and offered answers such as “they don’t like to live with rabbits” and “they
are too small to see”. This question clearly identified those students who
were preforming at distinction level.
1 Mark awarded
2 marks awarded
Question 13
Students were expected to state one situation when an animal may be more
susceptible to mites. The wording of this question may have been a barrier
to accessing the marks for this question. Most learners offered reasons why
animals catch mites “being around animals which have mites” and did not
grasp the concept of being MORE susceptible. This question discriminated
well for distinction learners who were able to understand the focus of the
question and obtain the mark.
1 mark awarded
Question 14
2 Marks
awarded
2 marks awarded
Question 15
Students were expected to define the term hypothermia. Most learners were
aware that the condition was linked to the cold but were not necessarily
able to link it to a decrease in body temperature. Common incorrect
answers included “being in the cold” and “when you freeze”. Interestingly a
large proportion of the learners answered the question in relation of human
health rather than animal health.
1 Mark
awarded
1 mark awarded
Question 16a
In order to answer this question students had to state how often a dog
should be treated for fleas. Due to the number of different products on the
market a range of answers were accepted for this question allowing most
learners to access the marks. There were some learners who had
interpreted the question as “how often should a dog be checked for fleas”
and as a result provided “daily” and “weekly” as answers.
1 mark awarded
Question 16b
The wording of this question may have affected some learner’s ability to
access the mark for this question. The question asked the learner to state
one OTHER piece of information (other than date) which should be
recorded. A number of learners offered answers which were based on a
date (date on next or previous treatment) and therefore did not receive
the mark. However a range of correct answers where seen for this
question.
1 mark awarded
Question 17
4 Marks awarded
Question 18a
4 Marks awarded
(antibiotics = 1 mark, prevent salmonella from getting worse =1
Fluids = 1, keep hydrated = 1)
Question 18b
In order to access the marks for this question learners were required to
interpret the lifecycle image and explain two if the stages. Most learners
were able to use the diagram to identify two stage but a much smaller
percentage were able to offer a clear explanations. Many leaners used
sentences such as “mouse eat worms in faeces so mouse gets worms.” This
type of answer would be allocated one mark for correctly stating that the
mouse ingests the worm laden faeces but the explanation is not adequate to
obtain the second mark. For these reasons this question was able to
discriminate well between levels of learners.
4 Marks awarded
(mouse digests segments = 1, segments contain eggs = 1
Cat eats mouse = 1, adults develop in cats intestine = 1)
Question 20
This question was well understood by most leaners, who were able to
provide some information on a health check. In order to gain full marks for
this 8 mark question the students were required to provide information on
how to fully complete a health check. The answer should make reference to
PPE and restraining the animal, before moving on to a logical, head to toe
visual health check, taking into account behaviour. Some quantitative
checks should have been included and the discussion should be finished by
the findings being recorded.
Unit Max D M P L1 U
Mark
21883G – NQF L1/2 50 41 31 22 13 0
Firsts in Animal Care.
Unit 1 – Animal Health
External assessment
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have similar ability to a student who has received an 'Distinction’ grade this
year. Awarding grade boundaries is conducted to make sure students
achieve the grade they deserve to achieve, irrespective of variation in the
external assessment.
Each exam we set asks different questions and may assess different parts of
the unit content outlined in the specification. It would be unfair to students
if we set the same grade boundaries year on year because then it wouldn't
take into account that a paper may be slightly easier or more difficult than
the year before.
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