WJEC PATHWAYS - ENTRY QUALIFICATIONS
Title / History in the MediaUnit Ref. No. / K/503/3948
A/503/4019
Entry Code / 6253/E2
6253/E3
Level / Entry 2 / 3
Credit value / 3
Unit aim / This unit aims to help learners to understand the historical background to topics that feature in the media.
Learning outcomes
To be awarded credit for this unit, the learner will: / Assessment Criteria
Entry 2
Assessment of the learning outcome will require a learner to demonstrate that they can: / Assessment Criteria
Entry 3
Assessment of the learning outcome will require a learner to demonstrate that they can:
LO1
Understand why historical topics feature in the media. / AC1.1
Recognise historical topics that have featured in the media.
AC1.2
Select reasons why historical topics have featured in the media. / AC1.1
Identify historical topics that have featured in the media.
AC1.2
Give reasons why historical topics have featured in the media.
LO2
Be able to investigate the historical background to a topic that has featured in the media. / AC2.1
Identify information about the historical background to a topic that has featured in the media. / AC2.1
Identify sources that can be used to find out about the historical background to a topic that has featured in the media.
AC2.2
Collect a range of information about the historical background to a topic that has featured in the media.
LO3
Be able to communicate knowledge of an historical issue that has been in the media. / AC3.1
Present material about the historical background to a topic. / AC3.1
Present collected material about the historical background to a topic in a coherent manner.
2. Amplification of Content
The following suggestions should be considered in the context of:
- the level the learner is working at;
- providing opportunities for progression;
- centre facilities and resources.
This unit is open-ended in its coverage. There are a number of different ways of approaching it. The following section is designed to assist teachers in approaching the issue of content. The choice is very much down to the teacher, but the content and context chosen must be capable of delivering the learning outcomes associated with the unit. The learning outcomes do not have to be taught separately but can be integrated and taught as a whole.
LO1
Learners must be able to understand why historical topics feature in the media.
Examples of topics may include key events, themes and issues related to:
· War:
e.g. Remembrance Day; Battle of Britain commemorations
· Public health:
e.g. cholera epidemics; funding the NHS
· Annual events:
e.g. Gunpowder plot; Holocaust Day
· Protest:
e.g.Tonypandy Riots; student protests
· Sport:
e.g. sporting controversies; the Ashes; great sporting stories
· Women:
e.g. women’s rights; women today in society
· Historical figures:
surveys and obituaries
· Local events:
commemorations; anniversaries; traditions; customs; celebrations
Examples of history being used in the media may be drawn from any of the following media outlets:
· Newspapers, local and national: articles; interviews; features; stories; obituaries
· Radio, local and national: programmes; news; music
· Magazines and supplements: articles; features; surveys
· Historical films and plays
· Literature: novels; memoirs; diaries
· Television: news; features; interviews; documentaries
· Exhibitions: local libraries; art galleries; local history societies
Note that this is not an exclusive list. Whichever topic is chosen, students must study the historical background to it.
LO2
Learners must be able to investigate the historical background to a topic that has featured in the media recently.
Candidates should be able to investigate the historical topic raised by the news presented in a media outlet. The media coverage may only represent part of the historical topic, and teachers are advised to encourage learners to gather information and find answers to questions on the historical topic generated by the media coverage. Teachers should allow learners to explore the history behind the issue raised in the media and to encourage them to use as many resources as possible to research the topic. Learners should also be encouraged where possible to examine any local dimensions to the topic used by the media.
Examples of resources which could be used by learners to collect information about the historical topic which has featured in the media follow. Note this is not an exclusive list.
· Local War Memorials, Historic Statues and Plaques:
local war memorials; plaque to Dic Penderyn in Merthyr; statue of Aneurin Bevan in Cardiff
· Local museums:
where learners can access microfilm; artefacts; books; pamphlets; directories; sound recordings; photograph archives
· Historic sites, buildings and landmarks:
where learners can take digital photographs to gain visual records to support the topic highlighted in the media
· Local newspapers:
where learners can access a local perspective on the historical topic featured in the media
· Official statistics and information:
learners may access knowledge about historical issues from a range of evidence such as local census returns; electoral rolls; rating lists; trade directories; school log books
· Family history:
learners can collect information from people who have had experience of the chosen topic
· Local History Societies and guest speakers:
learners can gather information from enthusiastic local people within the community about the topic featured in the media
· History books and articles:
learners can use these to research the topic used by the media recently
· Internet sites:
learners can use these to research the topic used by the media recently
(Note that these must be treated with discrimination by teacher and learner)
· Obituaries:
Learners can use these to identify well-known people who have passed away and to use this as a basis for research into their lives.
LO3
Learners will be able to communicate knowledge of an historical issue that has been in the media recently.
Learners must be encouraged by teachers to choose an appropriate method of communicating the information which they have gathered about the topic used by the media recently. Learners should be encouraged to present an overview of the topic used by the media which allows them to show clear and appropriate understanding of that topic.
Examples of an appropriate method of communication could include the following. Note this is not an exclusive list.
· A video record or digital recording of the gathered information
· A pocket local history book or pamphlet
· An oral presentation using artefacts and images
· A powerpoint presentation
· Pages for a website
· A series of posters displaying gathered information about the local topic
· A storyboard of the gathered information about the local topic
· A virtual learning environment such as Moodle
· A ‘project-type’ portfolio of material about the development or issue
· Produce a town trail to show key features of interest
· A newspaper ‘front page’ of the gathered information.
3. Delivery
3.1 Planning Courses
Achievement of each unit is confirmed through a ‘statement of achievement’, so that learners will gain some recognition for all of completed work. This unit will contribute to the completion of an Entry Pathways qualification in Humanities. For full details of the qualifications (Awards and Certificates) and rules of combination, please refer to the WJEC Entry Level Pathways specification.
Closely related units likely to be delivered along with History in the Media are:
· People and Protest
· Looking at your History
· A British Society in the Past
· A non-British Society in the Past
· Historical Change over Time
Choosing a combination of the above units would work towards an Entry Pathways qualification in Humanities, with a particular focus in the discipline of history. Alternatively, this unit can be studied with other units in the Humanities suite which will give a more cross-curricular approach.
3.2 Resources
The nature of this unit means that few specific resources are available. Teachers and learners are advised to gather relevant information using general textbooks, websites, CD-roms and DVDs, magazines, television programmes and film.
The amplification of content given above suggests areas that can be visited to gather information and to aid investigation by learners.
Internet sites
There are many that are useful for up-to-date information and activities for teachers. Some of this material may be relevant and suggest activities that can be adapted. Existing sites include:
www.thinkinghistory.co.uk
www.studyhistory.co.uk
www.schoolshistory.org.uk
www.historylearningsite.co.uk
www.historyonthenet.com
www.learnhistory.org.uk
www.historystuff.co.uk
www.historymad.com
www.activehistory.co.uk
www.johndclare.net
www.bbc.co.uk/wales/eclips
www.teachers.tv/subjects/history
www.schoolhistory.co.uk
www.bbc.co.uk
www.chalkface.com
www.5min.com
National Grid for Learning - Cymru (NGfL-Cymru)
A particular source of resources and support for teachers of History has been created on the National Grid for Learning Cymru www.ngfl-cymru.org.uk .
Teachers will find a wide range of supporting materials. Much of this material is intended to be downloaded so that it can be edited by teachers to suit the needs of their own candidates and centres. New materials become available regularly. It is hoped that teachers will be willing to contribute their own work and ideas to this site for the benefit of colleagues in other centres.
4. Assessment
4.1 Ways of demonstrating that the criteria have been met
All Entry Pathways units are internally assessed and externally moderated. The following principles apply to the assessment of each unit:
· all assessment criteria must be met for unit learning outcomes to be achieved
· for units provided for Entry 2 and Entry 3, criteria must be met in full at each level
· tasks may be chosen from examples given by WJEC (see below) or set by the centre
There are no longer any ‘set tests’ as in the legacy Entry Level courses. Rather, there will be suggestions that can be developed to provide evidence that the assessment criteria for each learning outcome have been met.
In practice, ways of demonstrating that the criteria have been met will vary according to centre type and the nature of learners. In addition, different learners within the same teaching group can demonstrate achievement of assessment criteria in different ways. It may also depend upon the way in which this unit has been integrated with other units in the delivery of the course as a whole. Further guidance is given in Section 6 on Assessment in the Entry Pathways Specification.
However, the following types of approach are likely to feature as ways of demonstrating that the assessment criteria have been met:
· Posters
· Written work
· Oral questions and answers
· Oral presentations
· Contributing to group discussions
· Powerpoint presentations
· Use of visual images such as photographs or cartoons
· Storyboards
· Case studies
· Interviews
· Surveys and questionnaires
· Action plans
· Map work
· Podcasts
· Learning logs
4.2 Examples of tasks:
It is recommended that this unit be assessed by the production of a final piece of work that links with LO3. Appropriate pieces of work could include:
· a video record or digital recording of the gathered information about the topic
· a pocket history book or pamphlet about the topic
· an oral presentation using artefacts and images
· a power point presentation about the chosen topic
· pages for a website about the chosen topic
· a series of posters displaying gathered information about the topic
· a storyboard of the gathered information about the topic featured in the media
· a virtual learning environment such as Moodle
· a ‘project-type’ portfolio of material about the topic featured in the media
The choice of communication should be negotiated with the learner but the final piece of work should allow learners to collect information about a topic that has featured in the media recently and to demonstrate knowledge of the historical background to this topic. This will provide evidence of attainment for LO1 and LO2.
At Entry 2 it is suggested that the final piece of work contains evidence and features such as:
· visual images used mainly as illustration
· written answers to closed or comprehension type questions
· creation of questionnaires
· use of basic timelines / time charts
· most of the source material used will have been selected with the assistance of the teacher or support within the class.
At Entry 3 it is suggested that the final piece of work contains evidence and features such as:
· visual images which are selected for a purpose
· written answers to open-ended questions which allow the opportunity to describe and to explain
· creation and use of questionnaires
· basic research tasks which show the historical background to the chosen topic
· much of the source material used will have been gathered with a degree of independence
4.3 Recording
Assessment will be recorded on the attached form by indicating successful completion of each Assessment Criterion. All criteria must be met for the unit to be achieved and credit awarded. Where a unit is provided at both Entry 2 and Entry 3, Learning Outcomes may be common but Assessment Criteria will be differentiated and must be met at the relevant level.
5. Administrative Arrangements
For details of administrative arrangements, please refer to the WJEC Entry Pathways specification, which includes information about:
- Entry Procedures
- Internal Assessment and External Moderation
- Awarding and Reporting
- Issue of Results
- Access Arrangements
- Post-Results Services.
History in the Media – ENTRY 2
WJEC ASSESSMENT RECORD
Candidate Name ______Candidate No.______
Centre Name ______Centre No.______
LO / Assessment Criteria / Met / EvidenceLO1 / AC1.1
Recognise historical topics that have featured in the media.
AC1.2
Select reasons why historical topics have featured in the media.
LO2 / AC2.1
Identify information about the historical background to a topic that has featured in the media.
LO3 / AC3.1
Present material about the historical background to a topic.
General Comments
______
______
______
Teacher: ______Date: ______
Moderator: ______Date: ______
History in the Media – ENTRY 3