Humanities Entry Pathways
Preparing, Annotating and Submitting
Work for Moderation
Summary
Revised January 2014
Administration
It is important to make sure that the correct paperwork is submitted. This includes:
 the Candidate Authentication Sheets for every candidate;
 the correct WJEC Assessment Record form for each unit for each candidate at Entry
2 or Entry 3;
 adding page numbers, and annotations (see below, page 1);
 a Witness Statements to record/explain work done (see page 2).
Details on annotating and submitting work, sample sizes, appropriate tasks and a checklist
(on page 6) to make sure you have completed all requirements follow.
Annotations
Please remember the moderators are moderating the work to check it fulfils the various
criteria. Moderators do not marking the work.
Annotation is necessary:



to help the moderator check where and how each candidate has reached all the
Assessment Criteria;
to show that the work has been marked internally;
to show where changes have been made in the light of internal moderation where it
has taken place.
Thus to justify how the Assessment Criterion has been achieved on the work add for
example AC1.2. Annotating in this way helps to will also help ensure all the Assessment
Criteria have been fulfilled. If the Assessment Criterion states ‘reasons’ and there is only one
given the Assessment Criterion has not been achieved.
However, candidates may present something that covers an Assessment Criterion from
another Learning Outcome. This does not mean the ‘invading’ Assessment Criterion (the
one from another Learning Outcome) should be ignored. The point should be clearly marked
with the Assessment Criterion which it actually fulfils. For example, in a piece of work on
1
Christian initiation the candidate states that “the godparent is given a lighted candle for the
child (A.C. 1.2) which shows that the light of God has entered their life (A.C. 3.1)”. Neither
point is sufficient to fulfil the Assessment Criterion on its own but both points are relevant
and must be acknowledged.
Add titles to the unit indicating the topic – e.g. “Britain in the Second World War”. The work
must also be submitted in the order of the Learning Outcomes and Assessment Criteria
For the French units only for Assessment Criterion 2.2, Centres are encouraged to include
a recording for the oral/speaking tasks in submissions to illustrate and confirm candidates’
performance in speaking skills. Since a tape/CD should be submitted to show the candidate
has fulfilled the necessary criteria it is obviously neither practical nor possible to annotate the
work. In this case the main points made by the candidate should be written down in case the
recording is not clear or the sound is distorted.
Witness Statements
Witness Statements are very useful pieces of evidence and help the moderation process.
Please use the Witness Statement on the WJEC website.
These should include details of which Assessment Criteria were met and where. To this end
‘Took part in a class discussion’ does not give any evidence at all unless ‘where he said all
life is sacred’ is added.
If in discussions points are raised and were written on the board and it is possible to print off
the points and allocate them to the relevant person that is acceptable evidence. If this is not
possible a copy can be made on paper and initialled by the teacher. A copy should be
submitted with each candidate’s work.
In the French Units, witness statements show how candidates had responded well to
questions asked in French. However, if centres include a recording to confirm the
candidates’ performance, this will improve the submission further.
Assessment Record Form
Please complete the correct form for the level of entry, Entry 2 or Entry 3.
In the column marked ‘Met’ it is helpful if a date is added.
Use this ‘Evidence’ column to show where evidence for fulfilling the Assessment Criterion
can be found – e.g. ‘PowerPoint printout page 5’.
The ‘General Comments’ area should be used to give the moderator extra information, e.g.
‘Sam is acutely deaf and finds oral communication difficult’.
The sheet is for the teacher to communicate with the moderator, not for giving feedback to
the student.
It is helpful if the work has the title and the candidate’s name and/or number added by the
teacher on each sheet of paper. This helps keep work together if it gets mixed up at some
stage.
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Annotation also helps keep the work in the correct order, since each unit was planned to be
followed in the order of Learning Outcomes.
A Candidate Authentication sheet must be completed by each candidate. This should be
placed at the front of the folder of candidate’s work.
Submission of work
This should be done by unit and in candidate order.
Do secure all work on a Unit in a file or with a treasury tag. This helps the moderation
process significantly and avoids the danger of the work falling out when opened.
Samples for moderation
The size of the sample for each unit must be determined in the following way (full details are
listed in the Specification and Teacher’s Guide:
Total number of
candidates
Work to be submitted
1 – 10
Sample for 3 for each unit at each level to show evidence of all
units covered.
Sample of 5 for each unit at each level to show evidence of all
units covered.
Sample of 7 for each unit at each level to show evidence of all
units covered.
11 – 20
21+
For current entries (January and Summer) the method of sampling is by postal moderation to
the WJEC. You will be given the specific address to which work should be sent once you
have registered your candidates.
Advice on Content/Tasks
It is essential that teaching and learning tasks must target the Assessment Criteria in each
unit (using the current unit specifications on the Humanities webpage).
The amplification in each Unit Specification is helpful guidance to learning tasks; this is
suggested material, not compulsory.
Successful tasks encompass a great range of teaching and learning methodologies.
Avoid using a single essay or lots of written work and/or, photocopied sheets and
photocopies of material from old Entry Level text books. Innovative teaching work is
encouraged and personalised pieces of work with photographs, videos and drawings,
posters and work based in the local area and which relates to the lives of the young people
is very appropriate, including field work or making models.
It is important however to annotate such items as CDs, photographs and diagrams as
evidence. In this way teachers are able to indicate to the moderator the actual task set by
the candidates, where this is not obvious from the work.
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Only submit work that is relevant to the Assessment Criteria. Candidates may do additional
work around a Unit Specification but it only needs to be included if it is evidence of
achievement for a particular Assessment Criterion.
For the French units, Centres are encouraged to include the stimulus materials, such as
pictures for various tasks e.g. the listening script or the reading material used for
comprehension.
It is also essential for centres to check the spellings on the materials produced for
candidates.
When in doubt, contact WJEC for contact with the moderators to be arranged. WJEC
moderators offer consultative support.
Using resources from the Internet
Material from the Internet can be used but it must be clear how much the student has
contributed. There needs to be some indication of interpretation – material must show that
something has been done with it or that it is relevant. At both Entry Levels (E2 and E3)
interpretation can include for example, relevant words highlighted in the downloaded text
which show how this fulfils the particular Assessment Criterion e.g. AC 2.1 at E3.
Using the Amplification in the Unit Specifications
Each unit specification has several pages of amplification for the Learning Outcomes. These
are important and helpful guidelines on what can be included in the learning programme.
They include for example, types of work, number of examples and depth of treatment. They
are intended to give guidance and as such are not mandatory but do provide very useful
indicators of what can be done and what is expected.
Further Advice on Assessing work
Do differentiate between tasks for work being entered at Entry 2 and work being entered at
Entry 3. In the French Units, where centres used differentiated activities, candidates
performed well and enjoyed the activities. Centres are encouraged to devise activities to
meet the whole range of candidates’ needs to enable them to access the tasks; successful
Centres for example, simplified listening and reading scripts from Entry 3 to Entry 2.
It is important to note too that teachers make the decision which Entry Level (E2 or E3) they
submit candidates for when marking the work.
It is very important for the work to be in order of the various Assessment Criteria in each Unit
Specification.
All the Assessment Criteria have to be met. Centres must remember that it is now the case
that unless all the Assessment Criteria for each Unit are met the candidate cannot be
credited with the Unit. There is no ‘partial’ E2 or E3 in Pathways. The unit must be
completely finished for accreditation to take place.
Do not use old Entry Level tests; a few of the EL tasks might be appropriate but this style of
assessment is not suitable for Entry Pathways as they will usually not meet the Assessment
Criteria.
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Similarly in some centres where two or more teachers have taught the same unit to different
classes there must be evidence of internal moderation to check the ACs had been achieved.
For the French Units cross moderation is also advised to check language use and accuracy
of marking.
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Checklist for submitting work

1.
Ensure that when the Assessment Criteria implies some depth is required the
candidates actually are told and encouraged to give detail.
2.
On units such as ‘A non-British Society in the Past’ or ‘Looking at your History’ it
is important to make clear exactly what is being studied.
3.
Provide clear guidance given to candidates on how to complete the tasks.
4.
Use the correct Entry 2 or Entry 3 Assessment Record form.
5.
Ensure on the Assessment Record form that all of the Assessment Criteria have
been covered at the correct level.
6.
Check that all Assessment Record forms have been signed by the teacher and if
used in your centre by the internal moderator.
7.
Make comments on the Assessment Record form giving information as relevant
about the individual candidate.
8.
Add a title to the unit indicating topic – e.g. “Britain in the Second World War”
and on the work.
9.
Annotate all the work.
10.
Label all individual pieces of work to show how they meet the Assessment
Criteria.
11.
In the case of French modules ensure a CD or a tape of oral work is included in
the submission.
12.
Add to the work page numbers and annotate photographs, diagrams etc. as
evidence of reaching Assessment Criteria; do not simply write on the
Assessment Record form - ‘worksheets’.
Indicate the actual task set by the candidates where this is not obvious from
the work.
13.
14.
Use Witness Statements and use these appropriately and as relevant to
record/explain work done.
15.
Ensure that all work is completed to show that all the Assessment Criteria have
been met.
16.
Complete the Candidate Authentication Sheet for every candidate. Make sure
the candidate has signed it.
17.
Submit work by unit.
18.
Secure all work for a candidate on a unit in a file or with a treasury tag. Do not
use plastic wallets or exercise books.
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