ENTRY LEVEL HUMANITIES
COURSE GUIDANCE BOOKLET
[Revised January 2007]
WHAT DOES THIS BOOKLET CONTAIN?
Page
An Overview on starting the course
2
Frequently asked questions – General
3
Frequently asked questions – Local Issues Unit
5
Advice on the Moderation process
7
Advice on setting up the Local Issues Unit
9
1
WJEC ENTRY LEVEL HUMANITIES
OVERVIEW
WHAT WILL I NEED TO START?
 A copy of the relevant specification [syllabus] for Entry Level
Humanities
[Copies are available from the WJEC bookshop]
 Master copies of the assessment tasks for the options you wish to
follow
[These are available from the Entry Level section at WJEC]
 Copies of the relevant mark schemes for the assessment tasks
[These are available from the Entry Level section at WJEC]
 Dates of appropriate INSET meetings
 Copies of the most recent Chief examiner’s report
 The Course Support Guide
WHAT DO I NEED TO DO?
 Register your intention to enter candidates with the Entry Level
section so your centre can be included on the mailing list. [Do this
by ringing the Entry Level section.]
 You should choose your options within the course carefully to
reflect your expertise and the availability of suitable resources. Be
careful to acknowledge the specification guidelines for choosing
options. [See specification page 10]
 You should draw up a draft of your ideas for the Local Issues Unit
and send it to the Chief Moderator for discussion and approval.
Try to do this at least six weeks before you plan to start the work.
Should you require any advice in advance please ring or e-mail the
Chief Moderator.
2
 You should register for one of the INSET courses covering this
course.
 You will be allotted a moderator who will check your assessments
and local issues units at the end of the course. The sample of
work is to be sent to the moderator by 1 May of the year of entry
[usually Year 11].
WHO CAN I CONTACT?
 Subject Officer
Andrew Owen
029 2026 5125
andy.owen@wjec.co.uk
 Subject Support Officer
Ellen Chichester
029 2026 5094
ellen.chichester@wjec.co.uk
 Entry Level Section
029 2026 5128 / 180 / 156
Fax: 029 20562039
 Chief Moderator
Gilly Wright
entrylevel@wjec.co.uk
gilly.wright@talk21.com
3
ENTRY LEVEL HUMANITIES
FREQUENTLY ASKED QUESTIONS - GENERAL
WHAT DO I HAVE TO TEACH?
The course content consists of three areas:
 Three core subject units [from a choice of nine]
 One contemporary issues unit [from a choice of five]
 One local studies unit [centre devised]
Further information about the options available can be found in the
specification.
HOW MUCH DEPTH DO I HAVE TO TEACH?
A detailed breakdown of the content to be covered is available in the
specification. Teachers should cover all the topics mentioned but the
degree of depth to which a topic is approached is very much down to the
teacher.
HOW IS THE COURSE ASSESSED?
 The Core Unit tasks make up 60% of the assessment. The WJEC
sets the tasks for these units.
 The Contemporary Issues Unit tasks make up 20% of the
assessment. The WJEC sets the tasks for this unit.
 The Local Studies Unit tasks make up 20% of the assessment.
Centres devise their own tasks and mark schemes for this unit.
4
WHEN DO I SET THE ASSESSMENT TASKS?
There is no set timetable for this. Tasks are completed in class time, as
and when the teacher decides the candidates are ready.
HOW MUCH HELP CAN TEACHERS GIVE IN THE WRITTEN TASKS?
The written tasks should take place in the classroom under controlled
conditions. They should not be given for homework. Students who have
difficulty with reading the questions may have them read or re-phrased
by the teacher or classroom assistant. If a student has difficulty writing
the teacher or classroom assistant can act as an amanuensis.
WHERE DO I GET MULTIPLE COPIES OF THE ASSESSMENT
TASKS?
Master copies of these are available from the Entry Level Section. It is
the centre's responsibility to photocopy enough for the candidates.
WHAT EVIDENCE SHOULD BE PROVIDED FOR THE VISUAL
DISPLAY?
The Contemporary Issues Unit expects candidates to complete a Visual
Display as part of their assessment. The type of Display expected is
clearly stated on the task sheet. Evidence of the Visual Display does
need to be sent to the moderator as part of the sample at the end of the
course. If the piece of work completed is portable, it should be sent. If
the piece of work is too large or not portable, a digital image can be sent.
Otherwise, a written justification of the marks awarded should be sent.
At the very least, some evidence of the Visual Display needs to be sent
to the moderator.
5
WHAT MATERIALS / RESOURCES ARE AVAILABLE FOR THIS
COURSE?
Many publishers have recently produced materials for Entry Level
students. The catalogues of the main publishers will contain further
details. Look especially for series labelled ‘Foundation’ and targeted at
lower ability / Entry Level students. There are also a number of websites
with suitable material such as ngfl-cymru.co.uk and learn.co.uk.
HOW SHOULD THE ORAL TASKS BE ORGANISED?
Centres can choose to undertake oral tasks in the Core Units, and they
must undertake an oral test in the Contemporary Issues Unit. These
tasks are set by the WJEC.
The Oral tasks should be carried out in quiet conditions. This could be
within the set lesson or students can be withdrawn from lessons for the
oral task. Specific arrangements are left up to individual centres. The
Oral task should last around 10 minutes per candidate.
The Oral should be on a semi-formal basis. It is important that
candidates are made to feel relaxed. Teachers are not restricted to
asking only the questions on the question sheet. Teachers can use
further prompt questions to enable the candidates to demonstrate their
attainment.
Record the marks awarded at the end of each oral test. This can be
done on a copy of the question paper, or a centre produced proforma.
The Oral tasks can be taped if the teacher wishes, but there is no
compulsion to do this. If a candidate is unable to undertake the oral task,
for example through disability, then a written task can be substituted.
This should only be used in exceptional circumstances and following
discussion with the Chief Examiner.
6
WHAT FORMS DO TEACHERS HAVE TO FILL IN?
There are four main forms with this course. They are called HUM1,
HUM 2, HUM 3 and HUM 4. A copy of each can be found towards the
back of the specification and coloured copies are sent to all centres by
the WJEC in the spring.
The HUM 1 form is the final mark sheet on which the unit marks of all the
candidates are entered. This form has to be sent to the moderator at the
end of the course. Candidates should be entered in rank order. The
candidates selected for the sample should be identified with an asterisk.
The teacher should sign the box marked "Signature of Subject Teacher".
The HUM 2, HUM 3 and HUM 4 forms are to be completed only for the
candidates whose work is selected as a sample. These forms need to
be sent with the sample work to the moderator at the end of the course.
Finally, the C form. This is the computerised form for recording the total
mark for each candidate. This is sent out by the WJEC towards the end
of the course. It needs to be completed in pencil and sent back to the
Entry Level section, not to the moderator. This is usually done by the
centre's examinations officer.
HOW ARE THE SUCCESSFUL CANDIDATES REWARDED?
The candidates who achieve the required standard will get a certificate
awarded by the WJEC. Also available are certificates that can be
presented to candidates at the teacher’s discretion on the completion of
each element. This might be particularly appropriate if the candidate is
unlikely to complete the whole course. These can be obtained from the
Entry Level section.
7
FREQUENTLY ASKED QUESTIONS -- THE LOCAL ISSUES UNIT
WHAT SHOULD IT INVOLVE?
The Local Issues Unit should be built around a research / investigative
task based on a local issue. It should be worded as a question to be
answered. It should contain elements of History, Geography and R.E.
Centres have to get approval for their local issues question before
commencing the teaching.
HOW DO I GO ABOUT PLANNING IT?
The Course Guidance notes should be read carefully along with the
exemplar material. The Chief Moderator can be contacted for advice
and ideas.
HOW DO I GET MY SUBMISSION APPROVED?
Post the required material to the Chief Moderator at least ten weeks
before you intend to start the Local Issues Unit.
8
WHAT FORM SHOULD THE FINISHED SUBMISSION TAKE?
The finished submission should be made on the proposal form. It should
contain the breakdown of Geography, History and RE content. It should
contain the student task sheets. It should include a mark scheme.
Further advice on these is found in the last part of this guide.
HOW LONG SHOULD THE STUDENTS' WORK BE?
As a guide, approximately 1000 words of the students' own work. This
may be supplemented with graphs, field sketches, maps, photographs or
other evidence. The use of ICT is strongly recommended for final drafts.
DOES THE LOCAL ISSUE NEED TO BE CHANGED EACH YEAR?
No. However centres may wish to review or refine their work on a
regular basis and if major changes are made to the Local Issues
submission then they should seek advice or further approval from the
Chief Moderator.
9
HOW IS THE LOCAL ISSUES UNIT ASSESSED?
The local issues unit is assessed through a centre-set task. Candidates
have to complete a research task into a local cross-curricular issue. The
research task should be carried out in three basic stages:
- a section introducing the nature of the issue, giving background
information about the topic and planning an approach to the task.
(This section assesses knowledge and understanding).
- use of techniques to gather information and to present it (e.g.
fieldwork, photography, mapping, questionnaires, graphs, internet
use.) This section will assess skills.
- an evaluation of the findings which provides a conclusion,
summarising the main issue to the task set. This section may take
the form of a visual display, an oral assessment or a written report.
WHO MARKS THE LOCAL ISSUES UNIT?
The work is marked by the centre and a sample is externally moderated
by a WJEC moderator. There must be some evidence throughout the
work that marking has taken place. There must be ticks, levels and
comments. any annotation is invaluable in moderation.
HOW WILL A CENTRE’S WORK BE MODERATED?
The name and address of the allotted moderator will be sent to the
centre’s Examinations Officer in the middle of the Autumn term of the
final year of the course. The moderator will make an independent
assessment of the standard of work seen and recommend accepting the
marks awarded or making any adjustments. A written report on the work
seen by the moderator will be sent to centres early in the autumn term
following the Award.
10
ADVICE ON THE SAMPLE SENT TO THE MODERATOR
WHAT SHOULD BE SENT TO THE MODERATOR?
Completed mark sheets (Forms HUM 1, 2, 3 and 4) and the assessment
tasks of a sample of candidates should be sent to the appropriate
Moderator.
WHAT SHOULD BE IN THE SAMPLE?
Samples to be sent must include (for each selected candidate) work from
the following elements:
1.
2.
3.
Each of the chosen Core Units [the assessment tasks]
The Contemporary Issues Unit [including evidence of the visual
display]
Local Issues Unit [together with details of the tasks set and the
marking scheme used]
Centres are not required to send any other coursework or
preparatory work.
WHEN SHOULD THE WORK BE SENT TO THE MODERATOR?
The coursework submission date is 1 May at the latest.
[The Entry Level booklet sent to the Centre Examinations Officer contains
fuller details]
If the centre is unable to meet the deadline then your named
moderator should be contacted as a matter of urgency. Your
moderator can give you the appropriate guidance and support.
11
HOW MANY CANDIDATES SHOULD MAKE UP THE SAMPLE?
The sample should consist of a minimum of one candidate and a
maximum of five. Use the following formula to choose the correct number:
Number of Candidates
Number chosen for
sample
1–2
3 – 15
16 – 20
21+
All
3
4
5
DO THE CANDIDATES IN THE
COMPLETED ALL THE WORK?
SAMPLE
HAVE
TO
HAVE
Yes, where possible, but often candidates with lower marks will have
missed out some assessments. If a significant proportion of the entry
have not completed all the assessment elements then an incomplete
sample of work from a candidate will be accepted. This should be at
least 75% of the assessments.
WILL THE COURSEWORK SENT AS A SAMPLE BE RETURNED?
Coursework will not be returned to centres for this subject unless
specifically requested. This request should be clearly made.
An
addressed label should be included in the coursework sample sent for
moderation.
12
HOW SHOULD THE SAMPLE BE PACKAGED?
The work of the candidates in the sample should be placed in a separate
plain manilla folder with the candidate’s name and entry number on the
front. Plastic wallets should not be used. The appropriate HUM 2,3,or 4
forms should be placed in the front of the folder.
The HUM 1 form and Local Issues tasks and mark schemes should be
included in a separate folder and marked for the moderator’s attention.
This folder can also contain any extra information that the centre wishes
to bring to the moderator’s attention about the sample or entry as a
whole.
The sample should be sent in appropriate and secure packaging. Proof
of postage should be obtained from the Post Office or courier service
used.
13
ADVICE ON THE LOCAL ISSUES ASSESSMENT
SETTING UP YOUR LOCAL ISSUE TASK
The Local Issues assessment has to be based around a research /
investigative task based on a local issue. Centres should look to choose
a topic / issue that is interesting, manageable and accessible.
The Local Issues task has to be phrased as a question to be answered.
It has to contain elements of Geography, History and R.E. content.
Here are some examples of approved local issues questions:
 How has tourism been important for Crickhowell?
 How has the Salvation Army developed to meet the needs of the
people of Bristol?
 How have shopping patterns changed in Walsall over the last 50
years?
 How has the building and development of the castle influenced the
lives of the people of Caernarfon?
 Why has Hackney experienced immigration at different times in its
history?
There are many other topics that have been approved, using similar
question styles to the ones above. These include:





landfill sites and waste disposal
salvage and recycling
famous people
transport change
Sunday habits
14
CONSTRUCTING THE LOCAL ISSUES TASKS
Centres have to follow three stages in constructing their local issues
tasks:
 Ensure that the chosen question gives an opportunity to look at the
issue from a geographical, an historical and a religious or moral
perspective.
 Devise a student task sheet that makes it clear what work is to be
undertaken by the candidates under the assessment objectives of
knowledge and understanding, skills and evaluation.
 Devise a mark scheme which allocates marks to each of the
section of knowledge and understanding, skills and evaluation.
The following pages provide worked examples of each of the above
areas.
Centres can either use these as they are, or use the style as a
template to customise their own local issues tasks.
15
ENSURING COVERAGE FOR THE KEY SUBJECT AREAS
In Humanities Entry Level it is essential that the question / task chosen
is able to generate coverage of geographical, historical and religious or
moral issues. Without this, it will not be possible to approve the
submission.
Please note that it is not suggested that ALL sections in each subject
area are covered by students is their task. This is just an indication of
what might be possible in the chosen task.
EXEMPLAR 1
QUESTION:
How have shopping patterns changed in TOWN X over the last 50
years?
Brief indication of Geography content:
The location of the main shopping areas in the town
The development of out of town shopping
Traffic and parking issues – congestion and accessibility
The impact on the town centre
[20-40%]
Brief indication of History content:
Shopping patterns 50 years ago
Types of shops common 50 years ago
The location of the original shopping areas
Changes in domestic lives
[20-40%]
Brief indication of RE / moral content:
Moves to Sunday shopping and working
Decline in attendance at places of worship
Development of consumerism
Environmental issues of shopping changes
[20-40%]
16
EXEMPLAR 2
QUESTION:
Why has Town X experienced immigration at different times in its
history?
Brief indication of Geography content:
Patterns of migration
Push and pull factors
The social impact of immigration on the town,
(e.g.: housing, schools, facilities, employment)
[20-40%]
Brief indication of History content:
Historical periods of immigration
Reasons for migration in the past
Historical impact on the town
[20-40%]
Brief indication of RE / moral content:
Examples of religious persecution as reasons for migration
Religious provision for immigrants
Reaction and attitudes to immigrants
[20-40%]
17
DEVISING A STUDENT TASK SHEET
Centres must devise a student task sheet or sheets that make it clear
what work is to be undertaken by the candidates in the areas of
knowledge and understanding, skills and evaluation. These can be
further broken down for work in class, but this is an indication of the
expected outcome.
The tasks should be split into the assessment areas of knowledge and
understanding, skills and evaluation.
EXEMPLAR 1
QUESTION:
How have shopping patterns changed in TOWN X over the last 50
years?
KNOWLEDGE AND UNDERSTANDING
These questions will test how much knowledge and understanding you
have gained. The answers are all written.
1.
Where were the main shopping areas 50 years ago?
Where are the main shopping areas today?
2.
What kind of shops were common 50 years ago?
What kind of shops are common today?
3.
When did people do their shopping 50 years ago?
When do people do their shopping today?
4.
How did people get to the shops 50 years ago?
How do people get to the shops today?
5.
Which members of the family did the shopping 50 years ago?
Which members of the family do the shopping today?
18
6.
How have these changes in shopping patterns affected family
life?
7.
How have these changes affected attendance at places of
worship?
SKILLS
These are examples of the kinds of evidence and sources you can use
to gather evidence and collect data.
*
*
*
*
*
You can provide photographs of shops used 50 years ago and
shops used today. These should be annotated.
You can provide location maps of popular shopping areas
You can make up a questionnaire of the shopping habits of your
family and neighbours
You can interview residents of a local sheltered accommodation
complex about shopping in town 50 years ago
You can compare adverts for shops and goods from a local
paper in the 1960s with adverts in today’s paper
EVALUATION
This is your conclusion. This is where you can summarise your findings
and think about what you learned when you were doing it.
1.
2.
3.
4.
How much do you think shopping has changed?
Do you think these changes have been good or bad for the
town?
How have the changes in shopping patterns affected religious
worship?
Did you enjoy this task? What could you have done better?
19
EXEMPLAR 2
QUESTION:
Why has Town X experienced immigration at different times in its
history?
KNOWLEDGE AND UNDERSTANDING
These questions will test how much knowledge and understanding you
have gained. The answers are all written.
1.
2.
3.
4.
5.
6.
7.
8.
Where have immigrants to X come from?
When did immigrants arrive in X?
Why did immigrants want to leave their homelands?
What attracted immigrants to X?
Where did immigrants settle in X?
What difficulties have immigrants found?
What changes have occurred in X as a result of immigration
(e.g.: homes, religious buildings, shops, community groups)
What cultural developments have happened in X?
(e.g.: festivals, food, fashions, languages)
SKILLS
These are examples of the kinds of evidence and sources you can use
to gather evidence and collect data.
 You can draw a timeline of the main periods of immigration to the
town
 You can draw a map of places of origin
 You can gather photographs of places of origin and places of
settlement in X
 You can provide posters of organisations which provide support for
immigrant communities
20
You can gather census data to show birthplaces or religions of people
who have moved to X
 You can devise a questionnaire or interview friends and neighbours
about their experiences of immigration
 You can visit the local mosque, synagogue or temple and write a
description of your visit
EVALUATION
This is your conclusion. This is where you can summarise your findings
and think about what you learned when you were doing it.
1.
2.
3.
4.
Why do you think people have migrated to X over the years?
What advantages have immigration brought to X?
What difficulties have immigrants faced in X?
Did you enjoy this task? What could you have done better?
21
A RECOMMENDED MARK SCHEME
This mark scheme is based on a ‘level of response’ approach.
When marking "teachers should firstly work out the level attained by the
students from the description level in the mark scheme.
Marks can then be allocated within each level to fit in with the
appropriate point on the mark scheme. Teachers should also consider
issues like attitude to work, degree of assistance, reliability, depth of
understanding and so on.
Each element of the mark scheme has been split into four levels and is
also split into the component assessment parts of the local issues task.
LEVEL
1
KNOWLEDGE AND UNDERSTANDING
Student has only attempted the most basic of questions,
in a very simple manner, without proper sentences or all
copied
MARKS
1-5
2
Student has tried to answer most questions, with some
answers in greater length, but understanding is still weak
6-10
3
Student has completed most sections of the task, with
greater detail and with some understanding shown
11-15
4
Student has completed all the tasks with good detail and
clearly understands the main issue
16-20
22
LEVEL
1
SKILLS
Student has provided very little evidence of the skills
asked for (e.g.: photographs have no annotation, material
is just downloaded from the internet)
MARKS
1-2
2
Student has completed some of the tasks asked for, put
with much material missing. Student needed much help
in this area.
3-5
3
Student has completed most tasks well with lots of
evidence gathered. Student still needed some assistance
with skill tasks.
6-8
4
Student has used a variety of techniques to gather
evidence.
Work is clearly labelled and connected.
Student was able to do large parts independently.
9-10
LEVEL
1
EVALUATION
Student has expressed a simple personal view only; this
could be just one line or short paragraph.
MARKS
1-2
2
Student has reached a simple conclusion based on the
evidence collected. They have addressed a couple of the
set tasks but needed much help.
3-5
3
Student has given conclusions on most set areas with
some success, but with some omissions. They needed
some help.
6-8
4
Student has given a clear conclusion and has addressed
all of the set questions well.
9-10
23
ENTRY LEVEL HUMANITIES
This should be attached to the local issues work Cover Sheet to
use with the Local Issues task
Centre name: ___________________ Centre number: _________
Candidate name: _________________ Candidate number: _______
Local Issues task / question:
ASSESSMENT
FOCUS
LEVEL
GIVEN
MARK
AWARDED
Knowledge and
understanding:
Skills:
Evaluation:
Total mark
Issues task:
for
Local
24
JUSTIFICATION
WJEC
CBAC
Entry Level
HUMANITIES
PROPOSAL FORM for
THE LOCAL ISSUES UNIT
Examination year 20____
Centre Name: _____________________________________
Centre Number:____________________________________
Centre Address:____________________________________
__________________________________________________
Teacher Contact Name______________________________
Telephone No: _____________________________
E-mail: ___________________________________
Signature of contact: _________________
Date: ____________
Have you included with this proposal form:
(please tick)
* Your student task sheet for the local issues question
* Your mark schemes (if not using WJEC exemplars)?
25
INSTRUCTIONS TO TEACHERS

This proposal form can be submitted at any time during the
duration of the course but at least ten weeks before the
candidates commence their local issues work.

Centres should send their completed local issues proposal form to:
Gilly Wright
at gilly.wright@talk21.com

Centres are encouraged to seek advice and guidance from the
Chief Moderator and the Subject Officer during the course and
especially when initially planning new Unit 4 assessments. Details
of the contact numbers can be obtained by using these numbers:
Tel. No. 029 20265094
E-mail: ellen.chichester@wjec.co.uk

A resubmission should be made in cases where a centre wishes to
amend or change the areas(s) of study, the assignment exercises
or the marking schemes.

In submitting this completed local issues proposal form teachers
should also include:
1.
The student task sheet
2.
Any centre-adapted mark schemes (if not using WJEC
exemplars)
Please keep copies of this proposal form and any
other materials sent to the WJEC.
26
THE LOCAL ISSUES ASSESSMENT
Question / title submitted for approval:
_________________________________________________________
_________________________________________________________
In the boxes below please show how each of the key
subject areas in your local issues assessment will be
covered:
Brief indication of Geography content:
Brief indication of History content:
Brief indication of RE content:
27
Now please also enclose or attach the student task
sheets for your local study assessment.
It is recommended that you use the WJEC-devised mark
scheme which is contained in the coursework guidance
manual.
PS/ED/W57(09)
5-Feb-16
28