ENTRY LEVEL CERTIFICATE
HISTORY: COURSE GUIDANCE BOOKLET
WHAT DOES THIS BOOKLET CONTAIN?
Page
An Overview on starting the course
1
General Advice
3
Issues in Unit 1, 2 and 3
6
Issues in Unit 4
8
Advice on the Moderation Process
10
Unit 4 - Guidance and Exemplification
12
The Visual Display
15
The Written/Research Task
18
The Proposal Form
66
OVERVIEW
WHAT WILL I NEED TO START?

A copy of the relevant specification (syllabus) for Entry Level History.
(Copies are available from the WJEC bookshop.)

Copies of the assessment tasks for the options you wish to follow.
(These are available from the Entry Level section at the WJEC.)

Copies of the relevant mark schemes for the assessment tasks.
(These are available from the Entry Level section at the WJEC.)

Dates of appropriate INSET meetings.

Copies of the most recent Chief Examiner's Report.

The Course Guidance Booklet.
WHAT DO I NEED TO DO?

Register your intention to enter candidates with the Entry Level section so that your
centre can be included on the mailing list.
(Do this by ringing or e-mailing the Entry Level section.)

You should choose your options within the course carefully to reflect your expertise
and the availability of suitable resources.
(See the scheme of assessment in the specification.)

You should draw up a draft of your ideas for Unit 4 Historical Investigation and send it
to your moderator for discussion and approval. Try to do this at least 10 weeks
before you intend to start the work. Should you require any advice in advance please
ring or e-mail the Chief Moderator.
(You can obtain the name of your moderator or the Chief Moderator from the Entry
Level section at the WJEC.)

You should register for one of the INSET courses covering this course.

You will be allocated a moderator who will check all your assessments at the end of
the course. The sample of work is to be sent to the moderator usually by the last
Friday in April of the year of entry (usually Year 11.)
1
WHO CAN I CONTACT?
Subject Officer for History
Alison George
Tel. No.
E-mail
(029) 2026 5302
alison.george@wjec.co.uk
Subject Support Officer
Greg Lewis
Tel. No.
E-mail
(029) 2026 5035
greg.lewis@wjec.co.uk
Entry Level Section
Chris Quinn is the Head of the section
Tel. Nos. (029) 2026 5128/180/156
E-mail
chris.quinn@wjec.co.uk
Fax
0292056294
Chief Moderator
Judith Day
Islwyn, Bryneglwys, Corwen, Denbighshire. LL21 9LG
2
GENERAL ADVICE
WHAT DO I HAVE TO TEACH?
The course consists of 4 units:




Unit 1 – a study in depth
Unit 2 – an outline thematic study
Unit 3 - another topic from Units 1 or 2 (or a unit devised by the centre)
Unit 4 – one historical investigation
Further information about the options available can be found in the specification.
CAN I TEACH THE UNITS IN ANY ORDER?
Yes, but with the strong recommendation that Unit 1 is taught first in order to receive Board
approval of new centre marking (see below.)
HOW MUCH DEPTH DO I HAVE TO TEACH?
A more detailed breakdown of the content to be covered in each unit is available in the
specification. Teachers should seek to cover all the topics mentioned, but the degree of
depth in which a topic is covered is very much down to the teacher.
HOW IS THE COURSE ASSESSED?
There are a total of 8 written tasks, 1 oral assessment, 1 numeracy task 1 written / research
task and 1 visual presentation. Full details of the assessment structure can be found in the
specification. Each task is assessed out of a total of 18 marks except the written / research
task which is marked out of 36.
WHAT ARE THE ASSESSMENT OBJECTIVES?


There are six assessment objectives, each with three levels. Full details are given in
the specification.
Each assessment task will have questions targeting objective 1 (historical knowledge
for 6 marks) and one other objective (for 12 marks.)
CAN I CHANGE THE ASSESSMENT OBJECTIVES IN THE INDIVIDUAL UNITS?
No. The assessment structure of the course has been carefully designed to ensure that the
objectives are all covered in sufficient depth.
3
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 amanuensis.
WHO MARKS THE WORK?


Units 1, 2 and 3 are marked in the centre by the course teacher following the mark
schemes supplied by the WJEC. Samples of this work are externally moderated.
The Unit 4 tasks are marked by the course teacher using the mark scheme written by
the centre and approved by their moderator.
DOES MY MARKING OF UNIT 1 NEED TO BE APPROVED?


Yes. If you are a centre or a teacher new to the course, samples of all unit 1
work, both written and oral, need to be sent to your moderator after completion of the
unit.
Centres following the course for the second and subsequent cycles, will NOT be
required to send samples to their moderator on completion of Unit 1.
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.
WHAT FORMS DO I HAVE TO COMPLETE?
There are four main forms: H1, H2, H3 and the C form.
A copy of the first three can be found at the back of the specification and further copies are
sent to all centres by the WJEC in the spring term.



The H1 form is the final mark sheet on which the unit marks of all the candidates are
entered IN RANK ORDER. This form must be sent to the moderator, along with
sample work, at the end of the course.
The H2 and H3 forms are to be completed only for the candidates whose work is
selected as a sample. These forms MUST be sent with the sample work to the
moderator at the end of the course.
The C form 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.
4
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 which can be awarded to candidates at the teacher's
discretion on the completion of each unit. This might be particularly appropriate if the
candidate is unlikely to complete the whole course. These can be obtained from the Entry
Level section, and are available in both English and Welsh.
WILL I RECEIVE FEEDBACK FROM THE WJEC?

Every Centre receives a copy of the report written by their moderator regarding the
samples of work sent, the consistency of marking, the suitability of tasks in Unit 4 and
the administration procedures.

In addition each Centre receives a copy of the Chief Examiner's Report which
contains additional comments and suggestions. This will usually be available by the
end of October.

In each case, the Centre's examination Officer will receive these reports and should
pass them on to the relevant Head of Department.

Previous years reports are available from the Entry Level Section.
5
ISSUES IN UNITS 1, 2 AND 3
HOW SHOULD THE ORAL IN UNIT 1 BE ORGANISED?

Centres must use the Oral task provided by the WJEC.

The Oral test must not be given as a written test except in cases of disability. This
should only be done in exceptional circumstances and following discussion with the
Subject Officer/Chief Moderator.

All oral examinations within the Centre should be completed on the same day and
will take approximately 10 minutes per candidate.

The Oral tasks should be carried out in quiet conditions. This could be within a set
lesson or students can be withdrawn from lessons for the oral task. Specific
arrangements are left up to individual centres.

Prior to the Oral, candidates should be allowed five minutes to look at the stimulus
materials used as a basis for discussion.

The atmosphere during the oral task should be as relaxed as possible without
compromising the validity of the assessment.

Any assessment during the task should be as discrete as possible.

Taping of the oral tasks is encouraged but not compulsory.

Teachers are not restricted to the questions laid down and may adjust the language
to suit the student.
WHAT TASKS CAN I USE IN UNIT 2?
Only those assessment tasks set out in the scheme of assessment structure in the
specification. It is important that assessment objectives 1, 3, 4 and 5 are covered in this
unit.
CAN A CENTRE SET ITS OWN TASKS FOR UNIT 3?
Yes. Centres can choose their own topics for Unit 3 and set their own tasks but the tasks
must be submitted to their moderator for approval before teaching commences. The tasks
must test the objectives in the assessment structure in the specification. In practice, virtually
all centres choose another topic from Units 1 or 2 and use the supplied exercises.
6
HOW SHOULD THE NUMERACY TASK IN UNIT 3 BE ORGANISED?

The numeracy task assesses objective 1 and objective 6 - the use of historical
sources.

Each of the named topics in Units 1 and 2 has a numeracy task written for it. If a
centre uses one of these topics, candidates should complete this task as part of their
Unit 3 work. The exercise is marked in the centre by the course teacher following the
mark scheme supplied.

If a centre has set its own numeracy task on its own topic, the work is marked by the
course teacher following the mark scheme as approved by the WJEC moderator.

The numeracy task must take place in the classroom under controlled conditions.

Students should answer the written questions on the question paper itself, but may
use graph paper or ICT to answer the numeracy part.
7
ISSUES IN UNIT 4
HOW MANY INVESTIGATIONS HAVE TO BE DONE?
There is one historical investigation.
WHAT TASKS HAVE TO BE DONE IN UNIT 4?

Students should complete two tasks on this investigation:
- A written exercise, using historical sources and encouraging personal research
- The presentation and explanation of a visual display.
WHAT TOPICS CAN BE SET FOR UNIT 4?
The historical investigation should be focussed on:
either – a topic of local interest and importance
or – a topic that can be illustrated or enhanced by use of local themes

The historical investigation may be drawn from any historical period.

The historical investigation may complement a period or topic studied elsewhere on the
course, provided that it is studied from a different perspective or in more depth.
-
A centre studying the Depression, War and Recovery option in Unit 1 could
focus on Cardiff at War for the historical investigation.
A centre studying the USA, 1945-1990 option in Unit 2 could focus on Life in
Wrexham on the 1960s for the historical investigation.
WHO SETS THE TASKS FOR UNIT 4?

The tasks for Unit 4 are set by the centre, not by the WJEC.

Centres should devise their own tasks appropriate to the topics they have chosen to
study.

It is hoped that it will be possible, in certain cases, to adapt the centre's current
GCSE coursework assignment 1, which focuses on source evaluation to Entry
Level requirements. This may enable co-teaching of the two specifications in
appropriate situations.
8
WHAT OBJECTIVES HAVE TO BE COVERED?
The specification shows the objectives. Objectives 1 and 6 are assessed through the written
task and Objectives 1 and 2 through the visual presentation.
MUST THE TASKS SET FOR UNIT 4 BE APPROVED?

Yes. The centre is expected to produce two tasks and completed mark schemes
showing the purpose of each task, the objectives, the intended outcome and how the
marks have been awarded. New centres must send these schemes and mark
schemes to the WJEC for approval at least 10 weeks before they intend to start
teaching the Unit. A new proposal form has been produced to standardise the
submission of the work.

The Entry Level Section will provide you with the telephone number of your
consultative moderator who will be pleased to discuss your ideas and offer advice
and make suggestions.
DO UNIT 4 TASKS HAVE TO BE APPROVED EVERY YEAR?
Existing Centres who have already had their Unit 4 tasks approved do not need to submit
their Units for approval every year. However, should any major changes be made to the
Unit 4 tasks in existing centres, they must be resubmitted to the WJEC for approval.
WHEN SHOULD UNIT 4 BE TAUGHT?
Most centres choose to teach Unit 4 in the second year of the course after Units 1, 2 and 3
have been completed. This gives the teachers delivering the course enough time to
familiarise themselves with the objectives and have their school produced Unit 4 tasks
approved. Obviously this can sometimes create problems where year 11 candidates are
beginning to absent themselves. However, from past experience, candidates enjoy this unit
and it often encourages them to attend school.
HOW LONG SHOULD BE SPENT ON UNIT 4?
It is suggested that the Historical Investigation Unit should involve approximately ten weeks
work.
ARE THERE ANY EXEMPLARS?
The later part of this booklet gives some advice on setting up the tasks for the Historical
Investigation Unit.
9
ADVICE ON THE MODERATION PROCESS
WHAT SHOULD BE SENT TO THE MODERATOR?

Completed mark sheets (Form H1 and proformas H2 and H3) and samples of
candidates' work from each of the four units should be sent to the appropriate
moderator.

The schemes of work and mark schemes for all the tasks in Unit 4 (and Unit 3 if
Centre designed) should be included every year.
WHEN SHOULD THE WORK BE SENT TO THE MODERATOR?
The date is usually the last Friday in April at the latest. The Board will notify the centre's
Examination Officer of the closing date. If a centre is unable to meet the deadline then the
Entry Level Section should be contacted as a matter of urgency.
HOW MANY CANDIDATES SHOULD MAKE UP THE SAMPLE?
The sample should consist of one fifth of the centre's entry. In most cases this means the
work of at least three candidates. It should include the work of at least one candidate in the
top 3 positions, in the bottom 3 positions and in the median position of the rank order. The
WJEC reserve the right to request a further sample.
WHAT SHOULD BE IN THE SAMPLE?
Samples to be sent should include for each candidate selected:

All the assessment tasks from units 1, 2 and 3.

The Written Assessment from Unit 4

Evidence of the Visual Display which could be in the form of a photograph, a video, a
CD-rom or the display itself.
DO THE CANDIDATES IN THE SAMPLE HAVE TO HAVE COMPLETED ALL THE
WORK?
Yes, where possible, but often candidates with lower marks will have missed out some
assessments.
10
WILL THE CANDIDATES' WORK BE RETURNED?
Work sent for moderation will not be returned to centres for this subject unless specifically
requested, in which case a stamped addressed label should be included in the coursework
sample sent.
HOW SHOULD THE SAMPLE BE PACKAGED?

Each candidate's entire work, and appropriate H2 and H3 forms, should be placed in
a plain manilla folder with the candidate's name and entry number on the front.

The H1 form, schemes of work and mark schemes for Unit 4 should be included in a
separate folder. 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 – centres can
request official coursework envelopes from the WJEC.

Proof of postage should be obtained from the post office or courier service used.
11
UNIT 4 – HISTORICAL INVESTIGATIONS
BACKGROUND TO THE CHANGES
For candidates who are entering the History Entry Level for certificate in
2009 (usually those starting on the course in Year 10 in September
2007) the demands of this unit have changed.
Candidates will now have to complete:
1.
A written / research task on a topic chosen by the centre. This
topic should have a local focus or use local examples to illustrate
the general theme.
2.
A visual display on an area associated with the chosen topic.
The older style written exercise, the older style research exercise
and the interview have been removed as methods of assessment
for this course.
The decision to revise this unit has been taken for some basic reasons:
1.
To streamline the assessment of the unit which is often left
incomplete by many candidates.
2.
To allow centres to adapt their existing GCSE Assignment 1
exercises to allow co-teaching in appropriate cases.
The revision of this unit does mean that centres will have to give
some time and effort into restructuring their Unit 4 work. To help
do this, some advice is offered on the following pages.
12
WHAT KIND OF TOPICS CAN BE DONE?
A local study is most appropriate, e.g.:





A local historical site
The locality and World War 2
The history of our school
The local war memorial
Local industry
Also appropriate is a development study on a theme, e.g.:





Facilities for young people in the twentieth century
Entertainment and leisure
The media
Employment
Transport
Or particular topics can be chosen if they have particular connections
with the locality of the centre, e.g.:





An historical personality
Life in the trenches
Evacuation
Life in the 1960s
Rebecca Riots
OVERLAP
A centre must not choose a topic that is from the same content focus as
the topics chosen for Units 1, 2 or 3. However, centres may choose a
topic from the same content focus if the topic is looked at from a local
perspective e.g. a centre studying Depression War and Recovery in Unit
1 or 3 could study the effects of World War 2 on their locality.
13
WHAT KIND OF TASKS CAN BE DONE?
Both tasks should be part of the same historical investigation.
Centres have to construct the tasks themselves and seek approval
from their consultative moderator.
Written task
This is designed to test the use and understanding of historical sources.
There will be an opportunity provided to carry out some basic research.
A template is provided below and centres will be expected to follow this
when constructing their own exercises.
The Visual display
The visual display should be based on the same topic area as the
written exercise.
This is basically the same exercise that existed in the previous
specification.
It can take various forms:




a wall display,
a powerpoint presentation,
the use of written material to illuminate a short talk
a booklet or brochure
It is recommended that ICT is used in this exercise.
14
UNIT 4
VISUAL DISPLAY
The visual display can be in the form of a poster, a
booklet, a DVD or a powerpoint presentation.
Centres should link the visual display to the topic
chosen for the written / research exercise, e.g.
 a written exercise on Life in the 60s could be
linked to a display on Fashion Then and Now.
 a written exercise on Life in World War II could be
linked to a display on Swansea during the Blitz.
Most centres now send in digital photographs or
DVD instead of the actual display, unless it is in
the form of a booklet.
Suggestions are:
 a digital photograph of a display on the chosen
topic.
 a digital photograph of a candidate with his display
and comments on the talk he gave to explain
knowledge of the items used in the display.
 actual poster or booklet produced.
 a CD-rom containing the powerpoint presentation.
15
UNIT 4
MARK SCHEME FOR VISUAL DISPLAY
Assessing Objective 1 (1-6 marks)
Demonstrates historical knowledge
This assessment takes place as the display is
being put together by the candidate.
Entry Level 1 (1-2 marks)
Can answer questions about the display with
one or two word answers.
Can give a limited descriptive account –
disjointed and incomplete.
Entry Level 2 (3-4 marks)
Can recall some relevant material.
Can give a limited account of the display
process.
Entry Level 3 (5-6 marks)
Can recall and select appropriate knowledge.
Can give a coherent account of the display
process.
16
Assessing Objective 2 (1-12 marks)
Communicates awareness and
understanding of history in various ways
This assessment is for the preparation and
explanation of the visual display.
Entry Level 1 (1-4 marks)
Display uses all the same type of evidence,
taken from teacher provided material.
Pictures / photocopies labelled.
Entry Level 2 (5-8 marks)
Items chosen are correctly labelled with some
explanation.
Display has title or heading.
Uses material provided by teacher, but selects
a variety of relevant items.
Entry Level 3 (9-12 marks)
As for Level 2 and display has explanations
and shows some original ideas.
Evidence of personal research.
17
THE WRITTEN / RESEARCH TASK
ADVICE ON SETTING UP
Centres should provide an exercise based on a variety of historical
sources. These should include both visual and written sources. There
should also be an opportunity to use oral evidence and evidence of the
built environment. Use a maximum of 15 sources. Local sources and
material should be used when appropriate.
The written sources should be of an appropriate length and language for
Entry Level candidates.
It is suggested that the exercise has between 6 and 10 sections on the
chosen theme. The exemplars that follow show the style suggested.
Each source or group of sources should be followed by a series of
questions which are set at different levels.
Limit the number of questions in each section to four.
EXAMPLES OF QUESTIONS THAT CAN BE SET
LEVEL 1
 What does the picture show?
 What kind of historical source is this?
LEVEL 2
 Any comprehension or knowledge type question
 What does the source say about…
 Give a reason(s) why…
LEVEL 3
 These questions should be posed as research tasks. Find out more
about….
 These questions encourage personal investigation and should involve
candidates in higher level skills such as asking questions,
investigation and use of the internet / library.
18
BLANK PAGE
19
WRITTEN EXEMPLAR 1
ENTERTAINMENT AND LEISURE IN THE 20TH CENTURY
You have been asked to find out about entertainment and
leisure in the twentieth century.
This assessment has three purposes:
1.
To see if you can gather information from sources.
2.
To see if you can answer questions from sources.
3.
To see if you can gather some information on your own.
20
CHAPELS AND CHURCHES
SOURCE A (i)
[A chapel in Wrexham in 1900]
SOURCE A (ii)







Singing in a choir
Playing in a brass band
Acting in a drama group
Taking part in Eisteddfodau
Singing in Cymanfaoedd Ganu (singing festivals)
Reciting in Penny Readings
Playing in sports teams
[A list of activities that people could do in church or chapel in
1910]
21
YOUR WORK
1.
Name two things that people could do in chapel or church
in 1900.
2.
What kind of historical source is Source a(i) ?
3.
What does Source a(i) tell us about chapels in 1900?
4.
Give two reasons why lots of people went to chapel in
1900.
RESEARCH !
Find out more about ……..
Chapels or churches in your area that were being
used 100 years ago.
22
SPORT
SOURCE B
[The Wales rugby side that beat New Zealand in 1905 by 3 – 0]
23
YOUR WORK
1.
(a)
How many players are in the rugby team?
(b)
By what score did Wales beat New Zealand in 1905?
2.
What kind of historical source is Source B?
3.
What does Source B tell you about sport in 1905?
4.
Give two reasons why rugby became a popular sport in
Wales.
RESEARCH !
Find out more about ……..
Sports teams in your area that were playing sport
around 100 years ago.
24
THE RADIO (THE WIRELESS)
SOURCE C
By 1925 many families in Wales owned a radio. Sometimes
they were called wireless sets.
In 1926 the BBC was set up to run a radio service for all people
in Britain. The BBC had to educate and entertain the listeners.
The programmes included plays, popular music, comedy, sport
and news. Listeners had to buy a licence from the Post Office
to pay for the BBC.
[By Roger Turvey, a historian, writing in a school history book]
25
YOUR WORK
1.
(a)
When was the BBC set up?
(b)
Where did people buy radio licences?
2.
What kind of historical source is Source C?
3.
What does Source C tell you about the BBC in the 1920s?
4.
Give two reasons why the wireless was so popular.
RESEARCH !
Find out more about ……..
Radio programmes or radio stars that were
popular in the 1920s and 1930s.
26
THE CINEMA
SOURCE D
[A poster advertising the opening of a cinema in the 1920s]
27
YOUR WORK
1.
(a)
How much was the cheapest seat at this cinema?
(b)
What time was the first film shown each night?
2.
What kind of historical source is Source D?
3.
What does else Source D tell us about cinemas?
4.
Give two reasons why people would visit this cinema.
RESEARCH !
Find out more about ……..
Old cinemas in your area.
28
LIFE IN WORLD WAR II
SOURCE E (i)
In World War 2 the government said what films should be
shown in cinemas. The government wanted:
 films about British people acting as heroes and heroines
 films that people could watch to forget about the war for a
while
 films that gave people advice like how to cope in a bombing
raid
[Helen Rogers, a history teacher, writing on a school webpage]
SOURCE E (ii)
[A movie still from the comedy film The Great Dictator, in which
Charlie Chaplin pokes fun at the Nazis. The film was made in
1940]
29
YOUR WORK
1.
Who is Charlie Chaplin pretending to be in the film?
2.
What kind of historical source is Source E (i)?
3.
What does Source E (i) tell you about the sort of films that
were popular during the war?
4.
Give two reasons why the government wanted people to
go to the cinema during World War II.
RESEARCH !
Find out more about …….
Films that were popular during World War II.
30
CHILDREN AT PLAY
SOURCE F
[Children playing in the street in Cardiff in 1950]
31
YOUR WORK
1.
What are these children doing?
2.
What kind of historical source is Source F?
3.
What does the source tell you about where some children
spent their spare time in the 1950s?
4.
Give two reasons why children often played in the streets
at this time.
RESEARCH !
Find out more about …….
Popular street games and outdoor games in
your area over the last 50 years.
32
TELEVISION
SOURCE G (i)
All PM
TWW (ITV)
5.15
5.45
5.50
Lassie (Adventure)
The News
Lucky Stars (Variety)
6.35
Sugarfoot (Western)
6.55
7.20
BBC
Grandstand (Sport)
The Tele Goons (Comedy)
Dr Who (Science Fiction)
Juke Box Jury (Pop Music)
The News
Hop y Deri Dando (Welsh Folk
Music)
Rugby Special
Dr Finlay's Casebook (Drama)
7.25
8.10
8.55
9.45
10.30
Club Night (Variety show)
Perry Mason (American Crime)
Diary of a Young Man (Adventure)
The News
8.10
9.20
9.35
10.05
Opportunity
Knocks
(Talent
show)
Film
The News
Firecrackers (Magic show)
Sergeant Cork
(Adventure
series)
10.45
11.10
11.15
The Third Man (Adventure series)
The Weather
Close
11.05
11.55
All PM
1.00
5.15
5.30
5.55
6.20
6.30
Crusade in Europe (War series)
Close
[TV programmes on Saturday 12th September 1964]
SOURCE G (ii)
Well, you could say that it wasn't approved of in our house. I
thought it was a dreadful waste of time and I didn't like it. There
was too much cheap entertainment and not enough education.
I didn't want the boys to get used to watching it so I used to ban
it.
[Jenny Davies, remembering the coming of TV to her house in
1966]
33
YOUR WORK
1.
(i)
(ii)
What programme was on BBC at 5.55?
What programme was on ITV at 9.35?
2.
What kind of historical source is Source G(i)?
3.
What does Source G(i) tell us about TV in the early
1960s?
4.
Give two reasons why some people didn't like TV.
RESEARCH !
Find out more about ……..
Popular TV programmes from the 1960s and
the 1970s.
34
CINEMA AND TV
SOURCE H
The Fall and Rise of Cinema and TV
25,000,000
20,000,000
Millions
15,000,000
Cinemas Attendances
Number of TV sets owned
10,000,000
5,000,000
0
1940s
1950s
1960s
1970s
1980s
1990s
Years
[A graph showing cinema attendances and ownership of TV
sets in Britain from 1945-1995]
35
YOUR WORK
1.
(i)
(ii)
What was the cinema attendance in 1945?
What was the cinema attendance in 1985?
2.
What kind of historical source is Source H?
3.
What does Source H tell us about ownership of TV sets in
Britain?
4.
Give two reasons why cinema audiences fell from 19451995.
RESEARCH !
Find out more about …….
The amount of time people spend going to the
cinema and watching TV today.
36
POP MUSIC
SOURCE I(i)
Source I(ii)
The Sex Pistols are quite unacceptable. They
don’t behave, they swear and spit. I would like
to dig a huge hole and bury the lot of them.
[Bernard Partridge, a London MP, 1977)
Source I(iii)
The Sex Pistols were brilliant. They looked
good, their music was fresh and exciting. Old
people didn’t like them because they were
dangerous.
[A member of the Sex Pistols Fan club, 1989]
A photograph of the punk
Rock group, the Sex Pistols,
taken in 1977
37
YOUR WORK
1.
What is the name of the punk rock group in the
photograph?
2.
What kind of historical source is SOURCE I(ii)?
3.
Why did some people not like the Sex Pistols and their
music?
4.
Give two reasons why punk music became popular in the
1970s.
RESEARCH !
Find out more about ……
Records from the 1960s or 1970s to play for a
school disco.
38
COMPUTERS
SOURCE J
[From an advert for a Playstation]
39
YOUR WORK
1.
Which company makes Playstations?
2.
What kind of historical source is Source J?
3.
What type of games can be played on Playstations?
4.
Give two reasons why Play station games became
popular in the 1990s.
RESEARCH !
Find out more about……
Other types of electronic games available
today.
40
BLANK PAGE
41
WRITTEN EXEMPLAR 2
LIFE IN THE 1960s
You have been asked to find out about changes in people's
lives in the 1960s.
This assessment has two purposes:
1.
To see if you can gather information from sources.
2.
To see if you can answer questions from sources.
3.
To see if you can gather some information on your own.
42
WORK
SOURCE A (i)
SOURCE A (ii)
SCHOOL LEAVERS !
There's a worthwhile career in
Mining for YOU !
The NCB has vacancies at all
collieries in the
South Wales coalfield.
UNDERGROUND RATES
AGE
WEEKLY WAGE
15
£6.35p
15½
£6.50p
16
£6.65p
16½
£6.85p
17
£7
17½
£7.50p
18
£9
19
£9.60p
20
£10.50p
CATERING STAFF
Required immediately at
LONG GROVE HOSPITAL
EPSOM, SURREY
Assistant Cafeteria
Manageress
Kitchen Posters
Senior Waitress
£10.20p PW
£12.40p PW
£9.80p PW
Extra payments for weekends and
Bank Holidays.
Accommodation available for
single persons.
Staff Social Club
[An advert for jobs in
mining in 1964]
[An advert for jobs in
catering in 1964]
43
YOUR WORK
1.
(i)
(ii)
How much could a miner expect to earn at age 16?
How much could a kitchen porter expect to earn?
2.
What kind of historical source are these sources?
3.
What does Source A(i) tell you about the age that people
started work in the 1960s?
4.
Give two reasons why there were plenty of jobs in coal
mining in the 1960s.
RESEARCH !
Find out more about …..
The kind of jobs available in your area today.
44
HOME LIFE
SOURCE B
Numbers of appliances
80
70
60
50
Numbers in 1950s
Numbers in 1960s
% 40
30
20
10
0
1
2
1 = washing machines 2 = refrigerators 3 = vacuum cleaners
3
[A graph showing the % of homes that had machines in the
1950s and 1960s]
45
YOUR WORK
1.
(i)
(ii)
What % of families had washing machines in 1953?
What % of families had washing machines in 1964?
2.
What kind of historical source is Source B?
3.
What does this source tell you about people's homes in
the 1960s?
4.
Give two reasons why more people got devices like
washing machines in the 1960s.
RESEARCH !
Find out more about…..
Labour-saving devices in homes today.
46
CARS
SOURCE C(i)
The Severn Bridge, linking
Wales and England, was
built in 1965
SOURCE C(ii)
'Why don't you find a space your own size?'
[A newspaper cartoon from 1964.]
47
YOUR WORK
1.
(i)
(ii)
The Severn Bridge links which two countries?
Which type of car is being shouted at in Source C(ii)?
2.
What kind of historical source is Source c(ii)?
3.
What does Source C(ii) tell you about the new types of
cars available in the 1960s?
4.
Give two reasons why more bridges and motorways were
built in the 1960s.
RESEARCH !
Find out more about……
The most popular cars in your area today.
48
SHOPPING
SOURCE D
[An advert for the Spar supermarket in 1966]
49
YOUR WORK
1.
(i)
(ii)
Name two drinks you could get in a Spar
supermarket.
Name two foods you could buy in a Spar
supermarket.
2.
What kind of historical source is Source D?
3.
What does Source D tell you about the type of money
used in the 1960s?
4.
Give two reasons why supermarkets began to appear in
the 1960s.
RESEARCH !
Find out more about…….
The prices of ten of these items in a modern
supermarket.
50
HOLIDAYS
SOURCE E
[The front of a postcard sent from the Butlins holiday camp in
Pwllheli in 1962.
51
YOUR WORK
1.
What did people stay in at camps like Butlins?
2.
What kind of historical source is Source E?
3.
What sort of activities could people do at Butlins?
4.
Give two reasons why more people went on holidays in
the 1960s.
RESEARCH !
Find out more about…….
Places where people in your class have been
on holiday.
52
FASHION
SOURCE F(i)
A photograph of women wearing the
miniskirt in 1967
SOURCE F(ii)
A photograph of Mods at the
seaside in 1965
53
YOUR WORK
1.
What fashion is shown in Source F(i)?
2.
What kind of historical source are these?
3.
What does Source F(ii) tell you about the problems
caused by some young people in the 1960s?
4.
Give two other types of fashion that were popular in the
1960s.
RESEARCH !
Find out more about…….
Popular fashion today.
54
WATCHING THE TELEVISION
SOURCE G
All PM
TWW (ITV)
5.15
5.45
5.50
Lassie (Adventure)
The News
Lucky Stars (Variety)
6.35
Sugarfoot (Western)
6.55
7.20
BBC
Grandstand (Sport)
The Tele Goons (Comedy)
Dr Who (Science Fiction)
Juke Box Jury (Pop Music)
The News
Hop y Deri Dando (Welsh Folk
Music)
Rugby Special
Dr Finlay's Casebook (Drama)
7.25
8.10
8.55
9.45
10.30
Club Night (Variety show)
Perry Mason (American Crime)
Diary of a Young Man (Adventure)
The News
8.10
9.20
9.35
10.05
Opportunity
Knocks
(Talent
show)
Film
The News
Firecrackers (Magic show)
Sergeant Cork
(Adventure
series)
10.45
11.10
11.15
The Third Man (Adventure series)
The Weather
Close
11.05
11.55
All PM
1.00
5.15
5.30
5.55
6.20
6.30
Crusade in Europe (War series)
Close
[TV programmes on Saturday 12th September 1964]
55
YOUR WORK
1.
(i)
(ii)
What programme was on BBC at 5.55?
What programme was on ITV at 9.35?
2.
What kind of historical source is Source G?
3.
What does Source G tell you about TV channels in the
1960s?
4.
Give two reasons why TV became more popular in the
1960s.
RESEARCH !
Find out more about…….
What are the most popular channels and
programmes in your class.
56
LISTENING TO THE RADIO
SOURCE H(i)
The BBC radio programmes are just so boring. I've got to listen
to programmes like Children's Favourites. I've got to listen to
loads of records like Nellie the Elephant and Tubby the Tuba
before the Beatles come on.
[One young person's view of radio in 1965]
SOURCE H (ii)
The BBC is no longer a boring radio station. Today sees the
start of the 'swinging' new pop music radio station from the
BBC – Radio 1. The pop-loving youngsters have been waiting
for this. They will love it.
[One person's view of the setting up of Radio 1 in 1967]
57
YOUR WORK
1.
What new radio station started in 1967?
2.
What kind of historical sources are these?
3.
What do these sources tell you about the choices
available to young people before 1967?
4.
(i)
(ii)
Give one reason why the person in Source H (i)
disliked BBC radio.
Give one reason why Radio 1 was going to be
popular with many people.
RESEARCH !
Find out more about…….
The most popular radio channels listened to
by your class.
58
POP MUSIC
SOURCE I (i)
A HARD DAY'S NIGHT FOR CARDIFF POLICE
It took a Black Maria, 50 policemen, 50 security guards, 12
bouncers and 50 theatre staff to protect the Beatles from 5,000
screaming fans in Cardiff on Saturday. It took 11 massive
amplifiers to make the pop idols hearable above a mass
scream that lasted from 8pm to midnight.
[A newspaper report in the South Wales Echo, 1963]
SOURCE I (ii)
Teenagers now spend most of their time listening to pop music.
Many are not going to church. I am trying to bring the two
together. I hope the older church-goers will not find it too loud.
[A vicar from north Wales who invited a local pop group along
to play at his church in 1968]
59
YOUR WORK
1.
How many fans saw the Beatles in Cardiff in 1964?
2.
What kind of historical source is Source I(i).
3.
What do these sources tell you about pop music fans in
the 1960s?
4.
Give two reasons why the vicar in Source I (ii) wanted to
bring pop music to his church.
RESEARCH !
Find out more about…….
Live bands and groups that can be seen in
your area this week.
60
SPORT
SOURCE J
LYNN THE LEAP
STRIKES GOLD !
Lynn Davies, a miner’s son from
Nantymoel and a school teacher in
Bridgend, pulled off one of the big
surprises in the 1964 Olympic
Games. Davies out jumped the
favourites from America and
Russia to win the long jump gold
medal. He will always be known
as ‘Lynn the Leap.’
[From a school history book, written in 1990]
61
YOUR WORK
1.
Where were the 1964 Olympics held?
2.
What kind of historical source is Source J?
3.
What does this source tell you about sport in the 1960s?
4.
Give two reasons why Lynn Davies became a famous
sportsman in the 1960s.
RESEARCH !
Find out more about…….
Sporting heroes and heroines today.
62
THE WRITTEN / RESEARCH TASK
MARK SCHEME
Because of the size of this task, it has been allowed a weighting of 36
marks, double the marks of the other assessments in the course.
It is suggested that the exercise is marked as a whole rather than
question by question, using a 'best fit' mark scheme like the one below.
[1 – 12 marks]
LEVEL 1
The candidate can gather information from sources directly
For example:
Candidate has only attempted to answer a few questions.
[1 – 4 marks]
Candidate has tried to answer more questions.
[5 – 8 marks]
Candidate has answered the majority of the set questions, but
done none of the research tasks.
[9 – 12 marks]
[13 – 24 marks]
LEVEL 2
The candidate can use the sources to answer questions in a
simple coherent manner.
For example:
Candidate has answered all of the questions but done none of
the research tasks.
[13 – 16 marks]
Candidate has answered all the questions and completed a few
of the research tasks.
[17 - 20 marks]
Candidate has answered all the set questions, and done half of
the research tasks
[21 – 24 marks]
63
[25 – 36 marks]
LEVEL 3
The candidate can use the sources to answer questions in a
coherent manner; the candidate can also gather information
independently.
For example:
Candidate has answered all of the questions and done most of
the research tasks.
[25– 28 marks]
Candidate has answered all the questions and completed all of
the research tasks.
[29 – 32 marks]
Candidate has answered all the set questions, and done all of
the research tasks showing a depth of knowledge and
understanding of the topic.
[33 – 36 marks]
To allocate marks:
Decide which level and descriptor reflects the candidate's work
and allocate a mark from within the range allowed.
64
Unit 4 Proposal Form
HISTORICAL INVESTIGATION
Examination year 20____
Centre Name: ______________________________________
Centre number: _____________________________________
Centre address: ____________________________________
_________________________________________________
Teacher contact name: _______________________________
Signature of contact: _______________
Date: __________
Have you included with this proposal form:
* Your sources and questions for the written / research task?
* Your plans for the visual display?
* Your mark schemes (if not using WJEC exemplars)?
65
(please tick)
INSTRUCTIONS TO TEACHERS

This proposal form should be submitted at least ten weeks before
the candidates commence their historical investigation.

Centres should send their completed Unit 4 proposal form to:
Greg Lewis,
GCSE History Subject Support Officer,
Welsh Joint Education Committee,
245, Western Avenue
Llandaff,
Cardiff,
CF5 2YX

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 20265035
Fax. No. 029 2057 5994
E-mail: greg.lewis@wjec.co.uk

A resubmission should be made in cases where a centre wishes to
amend or change either the areas(s) of study, the assignment
exercises or the marking schemes.

In submitting the completed internal assessment proposal form
teachers should include:
1.
2.
3.
The sources and questions for the written / research task
Details of the plans for the visual display
Any centre-devised mark schemes (if not using WJEC
exemplars)
Please keep copies of the proposal form and any
other materials sent to the WJEC.
66
A.
DETAILS OF ENTRY
Estimated number of candidates that will be entered for the
examination:
_______________________________________
Number of teaching groups in the centre: _______________
B.
Language:
English only
_______
(please tick)
Welsh only
_______
Bilingual
_______
ASSESSMENT UNITS SELECTED
Unit 1: Study in depth: _________________________________
Unit 2: Outline / thematic study: _________________________
Unit 3: extra topic: _____________________________________
67
UNIT 4 ASSESSMENT - HISTORICAL INVESTIGATION
Topic area chosen for the historical investigation:
_____________________________________________
Written / research task
Brief details of task to be undertaken:
Visual display task
Brief details of task to be undertaken:
68
PLEASE ENCLOSE WITH THIS FORM, COPIES OF:
 The sources and questions for
the written/research task.
 Details of the plans for the visual
display.
 Any centre devised mark
scheme (if not using the WJEC
exemplar)
PS/ED/W30(10)
6 December 2010
69