HELP !

WHAT DO I DO?

What do I need to do before September?

• Look at the Entry Pathways specification

• Most teachers will be aiming to gain an Entry Pathways Certificate so select the units you want to teach

• Download the mini-specifications for these units

• Get a copy of the teacher guide

Can I still teach the separate topics?

Of courseThe old-style subjects are still possible.The units are just not called Geography, History, French or RE any more.

What level do I teach at?

The learning outcomes are the same for each unit at Entry 2 and Entry 3But the Assessment Criteria are different. Look at the criteria first and then decide which level, i.e. E2 or E3 your students can achieve. It may be different levels for different students in a class

I want to deliver an Entry Pathways course in History

I like the look of the following units:

A British Society in the PastHere I can teach about Life on the

Home Front in World War IIA non-British Society in the PastHere I can teach about Life in Nazi

Germany

People and ProtestHere I can teach about the Civil Rights movement in the USAHistory in the mediaI could use the film ‘The King’s Speech’ to study the abdication crisis and life in Britain in the late 1930s. This would tie in with the topic areas on Life on the Home Front and Life in Nazi Germany

What do I have to teach?Each unit specification has suggested content for each learning outcome built in called Amplification.How much emphasis you place on this is your choiceYou can deliver the areas that you think are appropriate to help candidates to achieve the assessment criteriaThe important element is that All Assessment Criteria must be achieved.

How do I assess any work?

This is a big changeAny work now has to assessed against criteria and not against a numerical mark schemeThe key is to identify and set specific pieces of work that match the criteriaThe units specifications give examples of work that should be appropriate for assessment criteria at each level

LO1: The learner will know about features of a particular period of non-British history

At Entry 2, learners could:complete a closed written exercise on key features of the period

look at a selection of visual images of the chosen period and identify important features shown about the particular period

watch a video of the chosen period and complete a mind map or spider diagram of important people and features

produce a poster identifying the most important features of the historical period being studied

produce a series of small ‘top trumps’ cards identifying three important people from the period.

LO2: The learner will know how tectonic events impact on people and the environment At Entry 3, learners could:Complete a Diamond Nine activity to rank the level of impact of different things

Write a diary account over a week outlining how the tectonic event has impacted on a person and their family

Create a Power Point presentation to show how the lives of people were affected after the event by identifying and explaining the effects on aspects of people’s lives, e.g. employment, housing, education, health care

Put captions on and label a selection of photographs to highlight how a tectonic event has impacted the environment, e.g. destruction of natural habitats (landscape, vegetation cover, wildlife), pollution (visual, air and water)

Explain, orally or in writing, in some detail, the effects of the tectonic event on the environment e.g. destruction of natural habitats (landscape, vegetation cover, wildlife), pollution (visual, air and water

LO3: the learner will understand what is considered appropriate behaviour in a place of worship At Entry 2, learners could: write a list of rules for behaviour in a place of worship make a poster showing how to behave in a place of worship state how to behave in a place of worship and why this behaviour is expected At Entry 3, learners could: write a list of rules for behaviour in a place of worship and explain why this behaviour is expected make a video showing how to behave in a place of worship and give reasons why this behaviour is expected in a group or as an individual, describe how to behave in a place of worship and give reasons why this behaviour is expected

How do I know whether my tasks and ideas are suitable?

Initial access will be through the Support Officer for Entry Pathways who will co-

ordinate requests for support.

Are there any resources that I can use?

There is nothing specific to these new units.

However, each unit specification contains examples of materials, resources and web sites that have been proven to be of value.

Centres are encouraged to inform WJEC of any recommended resources so they can be added to the unit specifications

Where can I get more advice?Subject Officer for Humanities Entry Pathways:

Alison Doogan

Email: alison.doogan@wjec.co.uk Tel: 029 2026 5158

 

Subject Support Officer for Humanities Entry Pathways:

Robert Williams

Email: robert.williams@wjec.co.uk Tel: 029 2026 5313

 

General Entry Pathways enquiries:

Chris Quinn

Email: chris.quinn@wjec.co.uk Tel: 02920 265128