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Enhancing and Broadening History at A Level using the NEA

This presentation explains the guidelines for the non-examined assessment (NEA) in Unit 5 of the history course. It discusses the importance of selecting appropriate topics, independent and supported learning, the role of the teacher, and setting the inquiry.

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Enhancing and Broadening History at A Level using the NEA

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  1. UNIT 5: NON EXAMINED ASSESSMENT PRESENTATION JANUARY 2016 This presentation has been amended following the publication of the revised JCQ regulations for NEA on January 21st 2016.

  2. THE JCQ INSTRUCTIONS A copy of the NEA instructions is available from the Examination Officer at your centre. You may download a copy from the JCQ website. The URL is http://www.jcq.org.uk/exams-office/non-examination-assessments Centres may wish to note that these Instructions will be reviewed annually by JCQ.

  3. UNIT 5: NON EXAMINED ASSESSMENT PRESENTATION JANUARY 2016 The NEA cannot be based on the DEPTH STUDY selected at the Centre but can be from the sameyears studied in the Depth Study. The NEA offers an open choice of issues – except for the excluded Depth Study content – including issues from the Period Study or Breadth Study or from anywhere else in the world subject to the availability of a range of primary sources and interpretations.

  4. ENHANCING AND BROADENING HISTORY AT A LEVEL USING THE NEA The selection of appropriate topics can add coherence, and a broadening of knowledge, to the overall course by allowing: learners to extend and enhance their knowledge of aspects of the history studied in the broader units of the course learners to study a topic that extends or changes the range or scale of their historical knowledge learners to study a different type of history learners to complement their learning in other areas

  5. SELECTING THE ISSUE TO STUDY The learner may select an issue of interest to study – subject to the guidance provided by WJEC. The Centre may offer ONE or up to FOUR issues to the learners in the cohort – again subject to the guidance provided by WJEC. It is the responsibility of the Centre to get prior approval for the enquiry selected by the individual learner and / or the Centre before the exercise is commenced. Proposal forms are available on the WJEC website.

  6. INDEPENDENT AND SUPPORTED LEARNING The NEA is based on candidates producing an individual response which will require some independent research and learning. The teacher does have a role in supporting learning, providing access / links to resources, supervising and reviewing the progress of the work subject to the JCQ Instructions and guidance from the WJEC.

  7. THE ROLE OF THE TEACHER The main role of the Teacher will be: • setting the enquiry / enquiries and getting approval from the WJEC; • introducing the skills and providing guidance before and during the NEA exercise; • ensuring that there is sufficient supervision of every candidate to enable work to be authenticated – note that candidates do not need to be directly supervised at all times; • ensuring that the work that an individual candidate submits for assessment is his / her own; • marking and annotating the exercise; • the administration of the moderation and submission process

  8. SETTING THE ENQUIRY Teachers must ensure that the proposed historical enquiry • is an issue capable of generating 2 or 3 differing or contrasting historical interpretations; • is appropriately focussed to allow the candidate to find, analyse and evaluate a sufficient range of primary (contemporary) sources; • provides scope for the learner to discuss the historiography of the selected issue; • is changed after three years use.

  9. COMMENCING THE ENQUIRY 1 Teachers can support the learners as they begin their investigation by presenting a short skills based course on: • the work of historians in creating interpretations; • general skills associated with the research, record keeping and presentation of the enquiry; • the main historiographical debates in relation to the set enquiry.

  10. COMMENCING THE ENQUIRY 2 Teachers may advise learners on aspects of the exercise, such as those shown below, before work begins: • sources of information, including collections of primary sources and interpretations made by historians; • relevance of concepts, including the key historiographical debates; • structure of the response, including on how to integrate primary sources (and their attributions) into the body of the response and use of footnotes; • techniques of information collection and presentation; • skills of analysis and evaluation of sources; • keeping a log of progress; • how to reference and use primary sources, and extracts from historians, in the body of the essay.

  11. COMMENCING THE ENQUIRY 3 Teachers may advise learners of the availability of: • the generic mark scheme for Unit 5 published in the accredited specification; • the Teacher Guide and CPD presentations on the website; • the exemplar exercises for legacy HY3 on the OER site; • resources such as collections of primary evidence such as the legacy HY3 document packs and access to relevant books and / or internet sites.

  12. TEACHERS AND GENERAL ADVICE Teachers may: • review learners’ work as often as appropriate and provide oral and written advice at a general level; • review learners’ work in relation to the published marking criteria as often as appropriate; • having provided advice at a general level, teachers can allow learners to revise and re-draft their own work. General advice of this nature does not need to be recorded or taken into account when the work is marked. Please see next slide on specific advice.

  13. TEACHERS AND SPECIFIC ADVICE 1 A Teacher may choose or need to give some assistance to an individual learner which goes beyond general advice, for example: • provide detailed specific advice on how to improve drafts to meet the assessment criteria; • give detailed feedback on errors and omissions which allows the learner to develop and improve the essay; • give detailed feedback to improve the presentation of the essay Teachers may advise learners to revisit certain aspects of their response but must not offer advice on improvements without recording that advice and taking it into consideration when marking the work. Please see next slide on specific advice.

  14. TEACHERS AND SPECIFIC ADVICE 2 If a teacher gives specific assistance then the teacher must record this assistance and take it into account when marking the work. A FEEDBACK FORM is provided on the WJEC website. Assistance must not be given if there is no means to record it and to take account of it in the marking. Failure to follow this procedure constitutes malpractice. Teachers should ensure that when annotating and marking the submitted essay that they take into consideration such assistance / advice and that • the work of the candidate is capped at the top of BAND 5 for each of the Assessment Objectives; • a copy of the FEEDBACK FORM (or more than one if used) is submitted with the candidate’s work for moderation; • a comment is made that the teacher provided specific advice / assistance and that the marking has taken that assistance / advice into consideration.

  15. RESTRICTIONS ON TEACHERS Teachers must not • teach the CONTENT of the enquiry; • provisionally assess / mark the essay and then allow the candidate to revise it; • provide model answers or writing frames specific to the task (such as section headings); • provide a detailed guide to the historiographical debate set in the enquiry, but may, before the work begins, give a general survey of different historical views regarding the issue.

  16. LEARNERS AND THE ENQUIRY 1 Learners should be encouraged to: • research and understand the historical issues, events and developments of the set enquiry; • research, find, and use a range of primary evidence; • research and find at least two differing or contrasting historical interpretations of the issue selected; • research and set the issue in the context of the historiographical debate set in the enquiry; • focus on the exact historical enquiry set; • analyse and evaluate a variety and a range of source material in its historical context; a “range” is 6 - 8 primary sources;

  17. LEARNERS AND THE ENQUIRY 2 • explain how and why there are differences in historical interpretations; • answer the question set by providing a substantiated judgement; • word process and complete the exercise in 3000-4000 of their own words (excluding sources and extracts); • keep a record of the work as it develops including any notes, drafts and other materials; • ensure that every page of the response is numbered in a header which includes the centre number, the candidate number and name;

  18. LEARNERS AND THE ENQUIRY 3 • ensure that the sources provided are inserted in the appropriate position in the body of the response; • ensure that there is clear reference to the origin and provenance of each of the sources and extracts / interpretations provided; • ensure that where footnotes are used they are kept brief and only used to reference the origin of the extract used or point made – not to extend the essay; • ensure that a bibliography is provided; • ensure that a word count is provided; • ensure that the log, draft and other materials are kept; • keep a word processed copy of the exercise.

  19. LEARNERS AND THE ENQUIRY 4 Learners may: • complete / undertake some of the exercise without direct supervision, provided that the teacher is confident that the work produced is the candidate’s own; • produce some of the work under the supervision of a teacher; • have unlimited access to electronic and printed resources; • use the internet without restriction; • work in groups for some of the preparation of the exercise, including general historical research, but each essay must be individually written.

  20. RECORD KEEPING AND LEARNERS The work submitted for assessment must include references where appropriate. To facilitate this, each candidate should keep a detailed record of his / her own research, planning, resources etc. This record should include all the sources used and include brief details of books, websites and audio/visual resources. This record must be retained by the candidate / centre and not sent with the candidate’s work for moderation. The WJEC will call for this record if it is required by the Moderator.

  21. MODERATION PROCESS Where there is more than one group in a centre then there must be a process of internal moderation. External moderation will follow the method shown in the guidance from the WJEC.

  22. MONITORING OF THE EXERCISE Centres are responsible for ensuring, and must authenticate, that the exercise is entirely the work of the individual learner. The WJEC will monitor the Centre through the moderation process and reserves the right to call for additional materials such as records kept by the learner, including draft materials, feedback forms and a word processed copy of the exercise.

  23. THE PROPOSAL FORM Centres will be able to submit titles for the enquiry from the 1st of January 2016 (second term of Year 12): they should do so at least ten weeks before learners commence the exercise. The deadline for approvals for the 2017 award will be the 31st of October 2016. The proposal form(s), the feedback form and other relevant documents, including the Teacher Guide, are available on the website. www.wjec.co.uk/historygce

  24. OTHER ISSUES Where there are issues not covered in this presentation – for example, plagiarism, marking and annotating the essay or malpractice - Centres may refer for guidance to the Specification, the Teacher Guide and to the JCQ Instructions. The Subject Officer at WJEC is available to deal with any issues that can not be resolved by consulting the published material.

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