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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 course
The 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 3
But 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 Past
Here I can teach about Life on the
Home Front in World War II
A non-British Society in the Past
Here I can teach about Life in Nazi
Germany
People and Protest
Here I can teach about the Civil
Rights movement in the USA
History in the media
I 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 choice
You can deliver the areas that you think
are appropriate to help candidates to
achieve the assessment criteria
The important element is that All
Assessment Criteria must be achieved.
How do I assess any work?
This is a big change
Any work now has to assessed against
criteria and not against a numerical
mark scheme
The key is to identify and set specific
pieces of work that match the criteria
The 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 coordinate 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: [email protected] Tel: 029 2026
5158
Subject Support Officer for Humanities Entry
Pathways:
Robert Williams
Email: [email protected] Tel: 029 2026
5313
General Entry Pathways enquiries:
Chris Quinn
Email: [email protected] Tel: 02920 265128
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