HELP !

1. HELP ! WHAT DO I DO?

2. 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

3. 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.

4. 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

5. 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

6. 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

7. 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.

8. 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

9. 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. 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.

10. 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

11. 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

12. 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.

13. 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

14. Where can I get more advice? Subject Officer for Humanities Entry Pathways: Phil Star Email: phil.star@wjec.co.uk Tel: 029 2026 125 Subject Support Officer for Humanities Entry Pathways: Robert Williams Email: robert.williams@wjec.co.uk Tel: 029 2026 5313 General Entry Pathways enquiries: Katie Norman Email: katie.norman@wjec.co.uk Tel: 02920 265180