WJEC GCSE Humanities
An introduction to the specification
Who’s who?
• Dave Lewis - Chief Examiner
• Gilly Wright - Principal Moderator
• Principal Examiners
–
–
–
–
–
Dave Lewis
Rob Quinn
Damien Lane
Gregg Coleman
Layla Taylor
Contacts:
Subject Officer WJEC
Andy Owen
02920 265114
andrew.owen@wjec.co.uk
Subject Support Officer WJEC
Robert Williams
029 2026 5313
robert.williams@wjec.co.uk
The basics
• WJEC recommends 120 – 140 Guided
Learning Hours (GLH).
• This GCSE is designed as a two year
course (years 10 and 11) with staged
assessment.
• All assessment is in summer only ie
there are no January examinations.
• There are FOUR units each worth 25%.
– Units 1, 2 & 3 are examined externally.
– Unit 4 is Controlled Assessment.
Choose one option from each unit
WJEC GCSE Humanities
Guide to the exam
Basics
• Each paper is one hour long
• Each paper has 50 marks
• Each paper has two sections:
– Section A: one compulsory question
worth 30 marks
– Section B: answer one optional question
(from two) worth 20 marks
• In 2012 the section A question will be
on Learning Outcome 1. In following
examination series, the section A
question could be on any Learning
Outcome.
• QWC is assessed on 8 mark questions
Command words used in all Options
• Describe…
• Tests knowledge
• Explain…
• Tests understanding
• What does the
source tell you
about…
• Tests the candidates skills
of analysis when studying
a photo, map or graph
• Use the source
and your own
knowledge to…
• Tests skills of analysis
and the candidates
application of their own
knowledge and
understanding
To what extent …
• Each of the three questions on each
paper concludes with an 8 mark
question which requires evaluation eg:
"The nature and quality of life for women changed
significantly between 1945 and 1974 mainly
because of the introduction of supermarkets and
convenience foods into the UK.“
To what extent do you agree with this statement?
The examiner is looking for a balanced response
which considers both sides of the argument
before coming to a conclusion
Mark scheme for the 8 mark
question
L1 1 - 2 marks
L2
3 - 5 marks
A narrative
The controversy /
dilemma is
recognised
The dilemma is
understood and an
evaluation is made
based on evidence
A few simple points are
made with no
elaboration.
OR
A purely descriptive
answer.
A range of points are
made on one or
both sides of the
argument.
Max 4 marks for onesided discussion of
the statement.
For 4 or 5 marks some
points are
elaborated.
For 6 – 7 marks a
range of detailed
and accurate
points are made
both for and
against the
statement.
Conclusion is not
Conclusion is
attempted
supported with
Or
simple statements.
Conclusion is made but
with no justification.
L3
6 - 8 marks
Conclusion is justified
by direct reference
to the evidence.
Specialist history question 1
How useful is source B …
L1 1 - 2 marks
L2
3 - 4 marks
Descriptive answer which
may paraphrase the
content of the source.
Only comments on one
aspect of the usefulness
of the source.
Max 1 if no discussion of the
attribution.
Usefulness of the source is
considered in a balanced way
in terms of its content and
origin / purpose.
Max 3 marks for one sided
argument.
4 marks for a balanced
consideration where the
limitations of the source are
discussed.
Specialist history question 2
Why do Sources C and D give different views …
Consider both the authorship and the content
L1 1 - 2 marks
L2
3 - 4 marks
L3
5 - 6 marks
Limited explanation Some explanation
of content of
of content of
source. Likely to
source.
be repetition or
paraphrasing of
content.
Explanation of
content of
source.
Max 1 mark if no
reference to
authorship.
Clear and detailed
evaluation of
the importance
of the
authorship.
For 6 marks there is
a direct
comparison of
the purpose of
the sources.
Some evaluation of
the authorship.
Specialist RS question
Using the sources and your own knowledge
explain why there is a range of views about …
L1 1 - 2 marks
L2
3 - 4 marks
L3
5 - 6 marks
Descriptive answer.
Candidate may
paraphrase the
content of the
source/s or
provide very
basic
knowledge.
No elaboration.
Explanation of one or Detailed explanation
both viewpoints
of both views
(although one view
with more than
may be discussed
one example of
elaboration.
in more detail than
the other).
Candidate uses both
Candidate uses
sources and own
knowledge.
source/s and own
knowledge.
For 4 marks there is
elaboration of at
least one point of
view.
WJEC GCSE Humanities
Guide to Controlled
Assessment
Basics
• The controlled assessment task is
worth 25% of the total marks
available for the specification.
• An overview of the task is given on
pages 42 - 44 of the specification.
• The levels of control that need to
applied during the research phase
and analysis phase are described on
pages 46 – 47 of the specification.
• Titles and mark schemes are
published annually on the WJEC
open website.
What topics are available?
• You need to select one from the four
contemporary issues themes listed in the
specification pp 29 and described pp 30 – 37:
–
–
–
–
Tourism, travel and leisure
Conflict and co-operation
Rights and responsibilities
The world of work
• Choose the topic that best suits the expertise
and resources available in your department.
What is the title for the Controlled
Assessment task?
• A new generic title for each theme is
published each year. The title focuses
on one of the three learning outcomes
of the theme.
• The principal moderator has written
contextualised scenarios for each of
these titles with appropriate mark
schemes.
• We recommend that you use one of
these contextualised titles.
• If you do this there is no need to
contact WJEC seeking approval.
What if I want to create my own title?
• You can create your own title based on one of
the generic titles. For example the Tourism,
Travel and Leisure title for 2013 is:
Since 1945 changes in leisure activities have had a
Major impact on society and culture.
Using a leisure activity of your choice as an example:
Describe the changes in leisure activities;
Explain why these changes have taken place;
Analyse how changes in leisure activities have led to cultural
change;
Evaluate the impact of a contemporary leisure activity on
society and/or individual.
The principal moderator has contextualised this with the
use of ICT in the home. However, if you wanted to use a
different context, e.g. a changing leisure activity of your
choice, you could do so.
Do I need approval for my own title?
• You do not need approval, however, if you
want to create your own context for a
generic title we URGE you to seek support
and advice. This is a free service >
– 1 email your title, student sheets and mark
schemes to Rhian Naish
– 2 Rhian forwards these documents to Gilly
Wright who acts as a ‘critical friend’
– 3 Gilly contacts you with support.
• Allow six weeks for this process
What goes in the research folder?
• We recommend that you provide each
student with an identical folder at the start of
the research phase.
• The folder should contain:
– The project title and mark scheme
– A basic set of research materials that will
allow all students to access each of the four
sub-questions in the project
– Web addresses for recommended websites
• Students should be given the opportunity to
study the resources in the folder and add
new materials to it during the research
phase.
The research phase
= limited level of control
• We recommend that you spend a maximum of
25 hours teaching the topic. Part of this time
should be available for students to research.
• During research students may collaborate but
you must also ensure that a candidate’s work is
his or her own. So:
– Work should be individual.
– Any materials found by the student (from a book,
internet or primary sources) must be fully
referenced and acknowledged.
– The research folder and the student’s work must
not be taken home.
– Students may bring in research material from
home as long as you authenticate that they found it
independently.
Can I provide a writing frame?
• No. the regulators do not allow access
to writing frames for Controlled
Assessment.
• However, if you have students who
need additional support, you may
discuss strategies with them during the
research phase. This may include flow
diagrams / mind maps or other
strategies that will help them structure
their work.
• Additional help should be noted on the
HUM2 form at moderation.
The analysis and evaluation phase
= high level of control
• A maximum of six hours are allowed for
students to ‘write up’ their project.
• the candidates must be under direct
supervision at all times.
• access to e-mail, the internet and
mobile phones must not be
permitted.
• Folders must be controlled by staff and
locked away between each period of
high phase work.
• Candidates cannot add new research
material during this phase.
How long should the finished
pieces of work be?
• Coursework projects had become very
long. The amount of time allowed for
Controlled Assessment is restricted so
projects should be much shorter.
• There is no word limit – although we
suggest 2000 words should be
enough.
• There are no penalties if students write
more than this suggested amount.