POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013
Contents Page 1. Introduction and Rationale 3 1.1 Qualification Title and Codes 3 1.2 Rationale 3 1.3 Structure of the Qualification 6 1.4 Tutorial Support and Mentoring 7 2. Core Units 8 Core Unit 1 Personal and Social Education 8 Core Unit 2 Work Related Education 15 Core Unit 3 Wales, Europe and the World 20 Core Unit 4 Essential Skills 26 Core Unit 5 Information Literacy and Research Skills 27 Options 28 3. Assessment 29 3.1 Scheme of Assessment 29 3.2 Aggregation 29 3.3 Assessing evidence 29 3.4 Standardisation 30 3.5 Quality Assurance of Centre 30 4. Entry Procedures 31 5. External Moderation 32 6. Awarding and Reporting 33 7. Access Arrangements 34 8. Post-Results Services 35 Appendices A Mapping of Essential Skills Wales and Wider Key Skills 36 2
1 INTRODUCTION 1.1 Qualification Title and Code This specification covers the following qualification: Level 1 600/5975/8 WJEC Welsh Baccalaureate Qualification Post-16 level 1 Diploma (Pilot) 1.2 Rationale The Welsh Baccalaureate Qualification Post-16 Level 1 Diploma (pilot) has been developed in response to the needs of post compulsory education providers to ensure all post-16 Level 1 learners have an opportunity to access a Welsh Baccalaureate Qualification. The Welsh Baccalaureate Qualification Post-16 Level 1 Diploma (pilot) may be pursued as a stand-alone qualification where a learner has no previous Welsh Baccalaureate experience. However, it is particularly designed to complement and enhance the achievements and experiences of learners who have previously achieved either the Welsh Baccalaureate Qualification Foundation Diploma in school. The qualification will be offered as a two year pilot qualification particularly for post-16 learners who are pursuing Level 1 qualifications in a College or with a work-based training provider. The Welsh Baccalaureate Qualification Post-16 Level 1 Diploma (pilot) falls within the Welsh Baccalaureate Qualification Framework that also includes the Post-16 Level 1 Diploma (pilot), and the Foundation, Intermediate and Advanced Diplomas. The Framework aims to develop a learning and assessment programme that promotes inclusion, retention, completion and achievement. It builds on the learner s previous education and allows for progression. Progression routes to and from the Post-16 Level 1 Diploma (pilot) within the Welsh Baccalaureate Qualification Framework are displayed in the following diagram. Foundation Diploma Intermediate Diploma Post-16 Level 1 Diploma Post-16 Level 2 Diploma No previous WBQ Advanced Diploma 3
The Welsh Baccalaureate Qualification Post-16 Level 1 Diploma (pilot) has been created to provide a vehicle for developing knowledge, understanding and skills with a particular focus on employability real work and its demands. The qualification will assist learners to develop the mix of attributes, skills and behaviours required by potential employers. Offering a learning experience that focuses on the acquisition of knowledge and understanding in relevant and purposeful, work-related contexts, will develop learners confidence, drive and initiative in readiness to enter, succeed, and progress in the world of work. The Welsh Baccalaureate Qualification Post-16 Level 1 Diploma (pilot) also provides learners with the opportunity to develop knowledge and understanding of society together with an awareness of global issues, events and perspectives. Increasing their confidence and skills, the learner will be empowered to take their place as a responsible and active citizen within a diverse society. The qualification has been designed to include learning and assessment which will enthuse, engage and motivate learners in the classroom, the workplace and the wider community. Learners will be required to consider how the application of their learning may impact on individuals, employers, society and the environment. PSE Personal and Social Education WRE Work Related Education WEW Wales, Europe and the World The Welsh Baccalaureate Post-16 Level 1 Diploma (pilot) is based on a Core Programme followed by all learners alongside Options chosen to meet individual needs. The requirements of both the Core Programme and Options must be met to achieve the overarching Welsh Baccalaureate Qualification Post-16 Level 1 Diploma (pilot). A feature of the qualification, is the entitlement for each learner s experience and progress to be enhanced and underpinned by regular tutorial support and mentoring. Each learner is allocated a Personal Tutor/Mentor and has an entitlement to regular one to one interviews and individual help, support and guidance. The Welsh Baccalaureate Qualification Post-16 Level 1 Diploma (pilot) may be undertaken either through the medium of English or of Welsh or bilingually. 4
1.3 Aims and Objectives The aims of the Welsh Baccalaureate Qualification Post-16 Level 1 Diploma (pilot) are to: provide a broad and balanced range of experiences for post-16 learners in Wales; provide a learning programme that is relevant, accessible and deliverable in Colleges, training provider centres and the workplace; make learning relevant and linked to real life contexts of the workplace; widen participation, promote access and encourage completion in education and training; provide a wide range of opportunities for personal development and achievement. The objectives of the Welsh Baccalaureate Qualification Post-16 Level 1 Diploma (pilot) are for learners to be able to: develop knowledge and understanding of the world of work; develop a range of skills relevant to the modern workplace; develop a greater awareness of what it means to live and work in contemporary Wales, the UK, Europe and the world; develop as effective, responsible and active citizens in society and at work; increase their confidence and their motivation for learning and development; work independently, take on responsibilities and work effectively with others; progress to level 3 qualifications, further training or employment. The skills learners can develop through the Welsh Baccalaureate Qualification Post-16 Level 1 Diploma (pilot) include: WRITTEN COMMUNICATION SKILLS Choosing appropriate formats for written communication e.g. word processed document, email, report Adopting appropriate writing styles for different audiences Writing clearly, logically and coherently Writing in different contexts e.g. to describe, summarise, analyse, develop an argument NON-WRITTEN COMMUNICATION SKILLS Communicating verbally in different contexts e.g. discussion, telephone, presentation Speaking clearly, logically and confidently Listening and responding effectively to others Articulating different views, ideas and perspectives Communicating appropriately in different contexts e.g. family, place of learning, work place Using appropriate communication behaviours e.g. use of body language, dress, conduct Developing foreign language learning PLANNING AND ORGANISING SKILLS Managing time and working to deadlines Using action planning Generating ideas and exploring possibilities Prioritising tasks Setting objectives which are achievable and measurable Responding flexibly and positively to changing situations e.g. problem solving, decision making TEAMWORK SKILLS Co-operating with a variety of people in different situations Co-operating with others towards achieving common goals Contributing own ideas effectively in a group Taking a share of the responsibility in a group. Understanding the needs of others. Recognising and respecting qualities of others Recognising and respecting different views and perspectives Supporting and empowering others. 5
INVESTIGATING AND ANALYSING SKILLS Researching and investigating issues, problems and events Collecting, collating, classifying and summarising data Gathering first hand information Storing data using databases and spreadsheets Finding information from a range of sources e.g. the Internet, books, magazines, media Using statistics Presenting results e.g. using text, graphs, tables images Reading and interpreting graphs and tables Evaluating information and evidence to make judgements and draw conclusions PERSONAL MANAGEMENT SKILLS Identifying own achievements, abilities, values and weaknesses Managing own learning and performance Working independently Accepting responsibility Taking initiative Demonstrating positive attitudes and behaviours Demonstrating perseverance and determination Being flexible and adaptable to changing situations, environments and people Taking pride in quality of outcome and performance Presenting a strong, professional, positive image to others Demonstrating financial capabilities e.g. managing a limited budget Learning new skills 1.3 Structure of the Welsh Baccalaureate Post-16 Level 1 Diploma Unit Core units Elements 1 Personal and Social Education 30 hours 2 Work Related Education 45 hours 3 Wales, Europe and the World 40 hours 4 Essential Skills 60 hours 1. Positive Relationships 5 hours 2. Personal Health and Well-being 5 hours 3. Managing Money 5 hours 4. Education for Sustainable Development and Global Citizenship 5 hours 5. Community Participation 10 hours 1. Developing Employability Skills 30 hours 2. Enterprise Activity - 15 hours 1. Aspects of the world of work 20 hours 2. Modern Foreign Language 20 hours ESW Application of Number and Communication must be achieved at level 2, either during this qualification or previously. Where ESW AON and/or Communication level 2 have previously been achieved then other ESW/WKS/Essential Skills for Work and Life must be achieved. (See flowchart on page 27) 5 Information Literacy and Research Skills 60 hours Foundation Project Qualification achieved during the Welsh Baccalaureate Qualification Post-16 Level 1 Diploma Options A total of 240 GLH or 24 credits or 40% of level 1 threshold taken from a maximum of 2 qualifications at level 1 which achieved during the Welsh Baccalaureate Qualification Post-16 Level 1 Diploma. N.B. This is a minimum requirement and does not limit the number of qualifications pursued by a learner. 6
1.4 Tutorial Support and Mentoring Individual support and guidance is seen as a key element in the success of learners following a Welsh Baccalaureate Qualification. Every learner who follows the Welsh Baccalaureate Post-16 Level 1 Diploma, must be allocated a Personal Tutor/Mentor. This entitlement must be built into the delivery model of the centre. How this is organised within a centre depends on internal arrangements and requirements. However, the minimum entitlement for each learner is 30 minutes of one-to-one sessions with a personal tutor/mentor, every 8 weeks. The Personal Tutor/Mentor should be able to advise the learner on their progress and approach to all aspects of their Welsh Baccalaureate Post-16 Level 1 programme. They should encourage the learner through appropriate action planning and target setting, to take more responsibility for their own learning. They may also advise learners of where to seek additional expert advice, support and guidance. The Personal Tutor/Mentor may also contribute to and provide valuable support for the learner and centre, in mapping and tracking progress of the learner. The one to one sessions provide an opportunity for the learner to be supported in: recognising their strengths; developing their skills; setting realistic and achievable goals; improving their level of achievement; recognising and recording their positive achievements. It is essential that the Personal Tutor/Mentor has a sound knowledge and understanding of the requirements of the Welsh Baccalaureate Post-16 Level 1 Diploma, particularly the Essential Skills Wales/Wider Key Skills and Foundation Project Qualification. This could for example, include advice and support when planning Community Participation or Work Placement. The Personal Tutor/Mentor should also support the learner with issues relating to their Options programmes. 7
2 CORE UNITS Core Unit 1 Personal and Social Education Level 1 Credit value 3 Guided learning hours 30 Aim and purpose This unit focuses on developing knowledge, understanding and skills in Personal and Social Education. The Personal and Social Education unit aims to provide opportunities for learners to: build on the knowledge, understanding and skills developed previously in the Foundation or Intermediate WBQ; build on the knowledge, understanding and skills being developed through other courses and experiences e.g. GCSE PSE, vocational qualification; develop a range of skills necessary to make informed decisions about personal and social issues; engage with a range of experiences and activities that will promote their personal and social well-being, helping them to develop a sense of self-worth and relate effectively to others; develop awareness of what it means to be an active and responsible citizen; relate to the real world and the wider community. Unit introduction Today s learners need to be aware of the challenges and opportunities they may meet on a personal level, within the work place, their community and in a global setting. The purpose of the Personal and Social Education unit is to enable centres to deliver knowledge and skills learners will need to meet these challenges and maximise these opportunities. The unit consists of five Elements, each comprising two Key Issues. Learners must complete one Key Issue from each Element. An element of choice affords learners and centres the opportunity to focus on issues which are based on real-life scenarios and are considered to be most appropriate. Community Participation should provide experiences which help learners to understand what it is to be a citizen and to develop their self-awareness about living and participating effectively and responsibly in a community. 8
The Personal and Social Education unit is structured as follows: Element Key Issue 1. Positive Relationships 1. The value of relationships with colleagues in the workplace OR 2. The value of relationships with customers or clients 2. Personal Health and Wellbeing 1. The importance of good health OR 2. Making best use of leisure time 3. Managing Money 1. Making best buys purchases OR 2. Earnings 4. Education for Sustainable Development and Global Citizenship 5. Community Participation 1. Environmental awareness OR 2. Eco-friendly and Fair-Trade products 1. Fundraising for a worthy cause OR 2. Volunteering Positive Relationships is about the necessity to make life go smoothly at work. In order to be successful, productive and less stressed, there is a need for positive, supportive relationships at work. Personal health and wellbeing is about the importance of a positive and healthy lifestyle. Maintaining a balanced diet and making the best use of leisure time helps people to participate successfully in the workplace. Managing money is about helping learners develop knowledge and understanding of managing their personal finances. Education for sustainable development and global citizenship is about developing knowledge and understanding of how everyday actions can influence and effect ethical and sustainable worldwide trade. Community participation is about helping others and provides learners with opportunities to get involved, meet new people and contribute to society. Delivery of the key issues can be enhanced by engaging with relevant experts, organisations and businesses. Learning programmes should ensure learners understanding is based on real-life experience and is relevant to learners location and context. This could include arranging talks by visiting speakers on health issues, financial management or arranging visits to leisure facilities, local businesses. 9
Element 1: Positive Relationships This element is 5 guided learning hours and centres should allocate at least this amount of time within the timetable to deliver one of the key issues and assess it. Key Issue 1: The value of relationships with colleagues in the workplace Learning Outcomes The learner will: 1 Know the value of relationships between different types of colleagues in the workplace Assessment Criteria The learner can: 1.1 Identify different types of colleagues in a specific type of workplace 1.2 Describe 2 situations when it is important for colleagues to get on well with each other 1.3 Describe the impact on the workplace if colleagues do not work well with each other Evidence Present information for employees e.g. power point campaign display Key Issue 2: The value of relationships with customers or clients Learning Outcomes The learner will: 1 Know how to interact with customers and/or clients in different situations Assessment Criteria The learner can: 1.1 Outline 3 ways of presenting self positively to customers/or clients including verbal and nonverbal 1.2 Describe 2 different situations in which employees need to interact with customers and/or clients, identifying acceptable and nonacceptable behaviour Evidence Present information for employees e.g. power point campaign display 10
Element 2: Personal health and wellbeing This element is 5 guided learning hours and centres should allocate this amount of time within the timetable to deliver one of the key issues and assess it. Key Issue 1: The importance of good health Learning outcomes The learner will: 1. Know the importance of maintaining a balanced diet for good health 2. Be able to design a healthy eating plan Assessment Criteria Evidence The learner can: 1.1 Identify the main food groups needed by human Present information e.g. body for good health fact sheet 1.2 Outline the importance of a balanced diet to display good health 1.3 Identify the features of a poor diet 1.4 Identify the effects of a poor diet on health and fitness 2.1 Produce a personal healthy eating plan Produce a personal healthy eating plan for a period of a week. Key Issue 2: Making best use of leisure time Learning outcomes The learner will: 1. Know the importance of making best use of leisure time Assessment Criteria Evidence The learner can: 1.1 Identify different leisure time activities Present information e.g. 1.2 State benefits of participating in leisure fact sheet activities display 2. Be able to participate in leisure activities 2.1 Participate in leisure activities for at least 3 hour-long sessions Present evidence of completed activities with comments e.g. visual diary annotated photos witness statement 11
Element 3: Managing money This element is 5 guided learning hours and centres should allocate this amount of time within the timetable to deliver one of the key issues and assess it. Key Issue 1: Making best buys purchases Learning outcomes The learner will: 1. Know how to work out the best buys for items sold in different-sized packs 2. Be able to cost the food and drink for an event using best buys items Key Issue 2: Earnings Learning outcomes The learner will: 1 Know how salaries and wages are calculated and paid 2. Be able to calculate pay for different jobs Assessment Criteria The learner can: 1.1 Decide which is the best buy for 3 different products which can be purchased in at least 3 different size packs 1.2 Identify why people may choose not to purchase the best buy 2.1 Plan the food and drink for an event for 10 people with a budget of 50 by selecting the best buys Assessment Criteria The learner can: 1.1 Demonstrate using calculations how employees might be paid using the following: wage, salary, basic pay and overtime rates 1.2 Identify information included on 2 different pay slips including gross pay, income tax and net pay 2.1 Calculate the weekly, monthly and annual earning opportunities for 3 different types of jobs Evidence Present information including accurate calculations Cost analysis including correct calculations showing all workings Evidence Present information including accurate calculations Correct calculations showing all working 12
Element 4: Education for Sustainable Development and Global Citizenship This element is 5 guided learning hours and centres should allocate this amount of time within the timetable to deliver one of the key issues and assess it. Key Issue 1: Environmental awareness Learning outcomes The learner will: 1. Be able to produce a campaign to promote environmental awareness Assessment Criteria The learner can: 1.1 Design a campaign to raise awareness of a local environmental issue 1.2 Produce resources and materials to support a campaign to raise awareness of a local environmental issue Evidence Present campaign and resources e.g. Power point Display Report Leaflet Model or other artefact Key Issue 2: Eco-friendly and Fair-trade products Learning outcomes The learner will: 1. Be able to produce a campaign to promote the use of ecofriendly and fair-trade products and/or resources found in the local area. Assessment Criteria The learner can: 1.1 Design a campaign to raise awareness of ecofriendly and fair-trade products and/or resources found in the local area. 1.2 Produce resources and materials to support a campaign to raise awareness of eco-friendly and fair-trade products and/or resources found in the local area. Evidence Present campaign and resources e.g. Power point Display Report Leaflet Model or other artefact 13
Element 5: Community Participation WJEC Welsh Baccalaureate Qualification Post-16 level 1 Specification (Pilot) This element is 10 guided learning hours and centres should allocate this amount of time within the timetable to deliver one of the key issues and assess it. Key Issue 1: Fundraising for a worthy cause The business idea developed in Key Issue 1 of Element 1 - Enterprise Activity from the Unit 2 WRE can then be put into practice and run as the fundraising activity. Learning outcomes The learner will: 1. Know ways charitable organisations carry out fund raising 2. Be able to carry out a fundraising activity for a named charitable organisation Assessment Criteria The learner can: 1.1 Identify 3 different methods that charitable organisations use to raise funds 2.1 Plan and carry out a fundraising activity for a for a named charitable organisation Evidence Presentation with supporting notes including how much money was raised oral presentation wall display annotated photos Either: An Assessor observation record to confirm fund-raising was undertaken. or a Witness statement to confirm fundraising activity if completed outside of the centre Key Issue 2: Volunteering Learning outcomes The learner will: 1. Know ways people can carry out volunteering in a local community 2. Be able to volunteer with a local group Assessment Criteria The learner can: 1.1 Identify 3 different ways people can carry out volunteering in a local community 2.1 Carry out volunteering with a local group for at least a day Evidence Presentation with supporting notes oral presentation wall display annotated photos Either: An Assessor observation record to confirm volunteering was undertaken or a Witness statement to confirm volunteering if not overseen by assessor 14
Core Unit 2 Work Related Education Level 1 Credit value 5 Guided learning hours 45 Aim and purpose This unit focuses on the engaging, empowering and equipping of young people with skills for the world of work and entrepreneurial skills. The main purposes of the Work Related Education unit are to give learners an insight into the world of work and to develop entrepreneurial skills and attitudes. Involvement in this unit will give learners the opportunity to investigate aspects of employment and to reflect on their experiences. Wider generic skills such as teamwork, problem solving, communication, planning, confidence building and management will be developed. Experiences in this unit will enable learners to consider and plan their future in the work place more effectively. The Work Related Education unit aims to allow learners to: better understand the nature of working life by working directly with employers; experience realistic and relevant opportunities for using and developing skills in a working environment; better understand employees rights and responsibilities and the importance of following correct, safe working practices; better understand the scope for future careers and career intentions; work with others, and develop more enterprising attitudes and approaches. Unit introduction The future for learners could involve setting up a business, working for somebody else or contributing to the local community. Work related education will develop a positive approach to life and the world of work for learners, developing confidence, drive and initiative. This unit will enable learners to engage in developing the skills required for the world of work and in planning and running an enterprise business. By empowering learners with entrepreneurial skills they will be more effectively equipped for the world of work. The Work Related Education unit consists of two Elements, each comprising two Key Issues. Learners must complete one Key Issue from each Element. These Key Issues have been developed to meet the curriculum needs and interests of post-16 learners. An element of choice enables learners and centres to focus on issues considered to be most appropriate. 15
The Work Related Education unit is structured as follows: Element 1. Develop Employability Skills 1. Prepare for employment Key Issue 2. Enterprise Activity 1. Develop a business idea for a team enterprise activity OR 2. Run a small team enterprise activity Developing Employability Skills is about gaining an insight into the world of work. Learners will develop knowledge and understanding of the workplace including preparing for employment or carrying out a work placement. Enterprise Activity is about developing their enterprise skills by contributing to a team enterprise activity. Learners will develop knowledge and understanding of setting up and running a small business. Delivery of the key issues can be enhanced by support from local businesses. This could include private sector companies that have a commercial interest, for example those involved in Welsh Government enterprise zones. This can ensure that learners develop understanding based on real-life experience, relevant to their location and context. Arranging visits to workplaces, for example those arranged as part of the learners main programme of study (in nurseries, salons, engineering companies, tourist offices etc) can also enhance the learners experience as can talks from careers advisors and employers. 16
Element 1: Developing employability skills This element is 30 guided learning hours and centres should allocate this amount of time within the timetable to deliver one of the key issues and assess it. Key Issue 1: Preparing for employment Learning outcomes The learner will: 1. Be able to apply for an employment opportunity 2. Be able to conduct themselves in an interview situation 3. Be able to complete a work placement Assessment Criteria The learner can: 1.1 Identify own skills, qualities, experiences and qualifications for a specific job opportunity 1.2 Communicate information through completing an application form for a specific job opportunity 2.1 Present themselves appropriately and take part in an interview 3.1 Carry out a work placement of at least 25 hours Evidence A straightforward, accurate word processed c.v. Completed job application form which is correct and legible Assessor observation record including comments on performance Either: An Employer Witness Statement or An Assessor Observation Record 17
Element 2: Enterprise Activity This element is 15 guided learning hours and centres should allocate this amount of time within the timetable to deliver one of the key issues and assess it. Key Issue 1: Develop a business idea for a team enterprise activity Key Issue 1 can be delivered in conjunction with Community Participation Key Issue 1 Fundraising for a worthy cause Learning outcomes The learner will: 1. Know how to develop a business idea for a team enterprise activity 2. Be able to present a business idea to a panel Assessment Criteria The learner can: 1.1 Produce a business plan for a team enterprise activity 2.1 Carry out a 10 minute presentation of a business idea with a minimum of 1 minutes from each member of the team to a panel of at least 2 people Evidence Copy of team Business Plan which clearly identifies the contribution of each member of the team maximum 6. The Business Plan must include: The business idea of the enterprise activity Roles and responsibilities of team members Minutes of meetings Market research Potential customers Resources and equipment required Breakdown of costs Marketing material Copy of presentation and supporting material. An Assessor Observation Record 18
Key Issue 2: Run a small team enterprise activity Learning outcomes The learner will: 1. Be able to set up a small team enterprise activity 2. Be able to run a small team enterprise activity 3. Be able to review the running of a small team enterprise activity Assessment Criteria The learner can: 1.1 Outline choice of an enterprise activity, the potential customers and the costs involved. 2.1 Prepare resources and carry out a small enterprise activity 3.1 Carry out a 5 minute presentation with a minimum of 1 minutes from each member of the team reviewing the success of running a small enterprise activity Evidence Plan of setting up an enterprise activity An Assessor Observation Record including comments on performance of running activity An Assessor Observation Record of the team presentation Copy of support material 19
Core Unit 3 Wales, Europe and the World Level 1 Credit value 4 Guided learning hours 40 Aim and purpose Wales is increasingly enhanced by people from different countries, cultures and religions, and who speak languages other than English and Welsh. This unit focuses on providing opportunities for learners to explore, compare and contrast their own values and lifestyles with those of UK, Europe and the wider world. Learners will be able to study aspects of the media, politics and economy of Wales and other countries and learn what it means to be a responsible, active and global citizen. It aims to: build upon the learner s knowledge and understanding and experiences of Wales, Europe and the world; help learners to be better informed about what it means to live in Wales, the UK, Europe and the world; encourage learners to demonstrate progression in learning languages from other parts of Europe or the world. provide opportunities for learners to acquire and practise a range of skills through practical and hands on experiences. Unit introduction The opportunities and experiences in this unit will equip learners with knowledge, understanding and skills which will enable them to become responsible and active citizens better prepared to participate in society and the workplace in Wales or elsewhere in the world. The unit enables learners to study key aspects of the economy and employment in Wales, and other countries. Learners will encounter issues which have a direct impact on future careers and lives. With rising youth unemployment a global issue it is important that learners understand what employment opportunities are available to them locally, nationally and worldwide. The unit provides an opportunity to learn more about the media and the key role it plays in the lives of people in modern Wales, Europe and the world. The media links people from all corners of the world. It is the vehicle which can; inform and educate people about current events and issues, allow people to express their opinions, views and impressions of the world around them, and attract and persuade people to buy a product whether an idea, a method, information, goods or services. Learners will have the opportunity to learn more about what it means to live and work in a multicultural society. A greater knowledge and understanding of the diversity and the importance of tolerance, mutual respect and understanding between peoples of different backgrounds, creeds and cultures. Many businesses in Wales have global links and it is important for employment opportunities that learners develop their modern language skills. The CBI has stated that "Companies will need many more people with strong language skills to help them enter new markets like China in the future." 20
The Wales, Europe and the world unit is structured as follows: Element Key Issue 1. Living and working around the world 1. Job markets and one from the following two: 2. The influence of the media on modern life OR 3. Cultural diversity 2. Language learning 1. Modern foreign language OR 2. Welsh language in the workplace Job markets focuses on developing learners knowledge and understanding of different jobs in a vocational sector and their requirements, also opportunities in Wales and further afield for these jobs. The Influence of the Media on Modern Life focuses on how the media promotes celebrities and investigate how lifestyles are influenced by celebrities. Cultural diversity is about developing knowledge and understanding of the cultures of ethnic minority groups in Wales. Learners will explore similarities and differences between their own and other cultures. Language Learning is about improving language learning. It will provide valuable knowledge, understanding and skills which may in the future be exploited in the workplace or living in other countries. Delivery of the key issue can be enhanced by support from local businesses and people with experience of other countries. This can ensure learners understanding is based on real-life experience and is relevant to learners location and context. 21
Element 1: Living and working around the world Key Issue 1: Job markets This Key Issue is 10 guided learning hours and is compulsory. The centre should allocate this amount of time within the timetable to deliver and assess it. Learning outcomes The learner will: 1. Know employment opportunities available in a local area 2. Know about the key features of different jobs within a vocational sector Assessment Criteria The learner can: 1.1 Describe positive and negative features of the current employment situation in a local area 2.1 Describe types of jobs available in a vocational sector including: main purpose main skills required main qualifications required 2.2 Identify employment opportunities within a vocational sector: local, national and global A media news report e.g. TV Radio Newspaper magazine Evidence 22
Select only one of the following two Key Issues Key Issue 2: The influence of the media in modern life This Key Issue is 10 guided learning hours and centre should allocate this amount of time within the timetable to deliver and assess it. Learning outcomes The learner will: 1. Understand how media promotion of celebrity culture influences people Assessment Criteria Evidence The learner can: 1.1 Describe the cult of celebrity Present information e.g. Power point Display Report 1.2 Describe how the media portrays 3 different celebrities in a positive and negative way 1.3 Describe the positive and negative impacts of celebrity culture on people considering at least 2 of the following issues: spending habits health social awareness attitude toward relationships self-image 23
Key Issue 3: Cultural diversity This Key Issue is 10 guided learning hours and centre should allocate this amount of time within the timetable to deliver and assess it. Learning outcomes The learner will: 1. Understand differences and similarities between people from different countries and diverse cultures living in Wales. Assessment Criteria The learner can: 1.1 Describe distinct features of the culture of 3 ethnic minority groups living in Wales 1.2 Describe the differences and similarities between Welsh culture and those of 3 ethnic minority groups living in Wales including: Music Present comparison e.g. Power point Display Video clip Report Evidence Cultural events TV and film Clothes Religion Food 24
Element 2: Language learning This element is 20 guided learning hours and centre should allocate this amount of time within the timetable to deliver one of the key issues and assess it. Key Issue 1 Modern foreign language Learning outcomes The learner will: 1. Be able to develop skills in a modern foreign language Assessment Criteria The learner can: 1.1 Carry out modern foreign language learning and demonstrate progression in language skills Evidence Achievement of a modern foreign language qualification or achievement of a modern foreign language qualification unit(s) of at least 2 credits or An Assessor Observation Record Key Issue 2 Welsh language in the workplace Learning outcomes The learner will: 1. Be able to develop skills in using the Welsh language for a workplace Assessment Criteria The learner can: 1.1 Carry out learning and demonstrate progression in the use of the Welsh language to communicate effectively with colleagues and customers in the workplace Evidence Achievement of Welsh in the workplace Qualification or achievement of Welsh in the workplace qualification unit(s) of at least 2 credits or An Assessor Observation Record 25
Core Unit 4 Essential Skills Level 1 Credit value 12 Guided learning hours 60 Aim and purpose In a global economy, an investment in skills is vital to the future success of individuals, businesses, and communities in Wales. Acquiring skills and getting a job are two of the most powerful ways in which individuals from all backgrounds can transform their life chances. Skills will make the biggest difference to the prosperity of Wales when they are used effectively in the workplace. Empowering people to improve their skills, particularly numeracy and literacy, will make a powerful contribution to society. Skills are essential for social inclusion, the cohesion and regeneration of our communities. The Welsh Baccalaureate Core and Options provide a context in which candidates can develop appropriate skills and collect evidence to meet the requirements of Essential Skills Wales/Wider Key Skills/Essential Skills for Work and Life specifications. The development of skills at level 1 will help learners to develop the basic techniques and recognise their ability to apply these skills in meeting given purposes in routine situations. Unit introduction This unit enables learners to progress in their development of all Essential Skills, building on previous experiences and achievement, particularly in Numeracy and Literacy. The requirements do ensure that learners demonstrate progression. It is important to note that all learners who complete the Welsh Baccalaureate Post-16 Level 1 Diploma must have achieved at least level 1 in Application of Number and Communication. Progression Examples AON L1 Com L1 Requirement Not achieved Not achieved Must achieve AON and Coms at level 1 Achieved Not achieved Must achieve Coms Level 1 and another skill at level 1/2 not previously achieved or 3 credits of level 1 Essential Skill for Work and Life Not achieved Achieved Must achieve AON Level 1 and another skill at level 1/2 not previously achieved or 3 credits of level 1 Essential Skill for Work and Life Achieved Achieved Must achieve two other skills at level 1/2 not previously achieved or level 1 Award in Essential Skills for Work and Life * Full details of standards and guidance are available from awarding organisations. 26
Skills requirements for post-16 level 1 Essential Skills for work and life can be any units. 27
Core Unit 5 Information Literacy and Research Skills Level 1 Credit value 6 Guided learning hours 60 Aim and purpose The development of information literacy and research skills is valuable for both life and work. We live in an information rich society. The ability to acquire and handle information is at the core of lifelong learning. If learners are to be prepared for the real world they need to be equipped with the information skills they need to make the right decisions in their lives and the work place. Learners will be encouraged to find, comprehend, analyse, communicate, and use information to solve problems, work creatively and make decisions. Learners will be encouraged to work independently and cooperatively. The unit aims to develop: Investigative research skills Information literacy skills Digital literacy skills Visual literacy skills presentational skills Unit introduction To meet the requirements of this unit, learners must achieve the Foundation Project Qualification. The Foundation Project Qualification provides learners with an opportunity to carry out an independent study whilst being supported by a personal tutor. A teaching and learning programme must be provided, which will empower the learner with the knowledge, understanding and skills required for success. The development of Information literacy and research skills are essential to success in the Foundation Project qualification. The wide range of possibilities on which the Foundation Project can be based provide opportunities for learners to enhance the knowledge, understanding and skills developed through their Options programmes. Learners should be encouraged to focus their Foundation Project on the world of work e.g. A catering learner - design and produce a simple three course menu. A sports learner - design a keep fit programme. A hair and beauty learner design and produce nail art for a wedding. A child care learner design a toy for under 2 year old. A travel and tourism learner create a tourist guide. A carpentry learner design and create a piece of furniture. A land based learner design a flower bed with a specific theme. * Full details of specification and guidance are available from awarding organisations. 28
Level 1 Credit value 24 Guided learning hours 240 Options Aim and purpose The Options consist of those vocational or academic programmes chosen by the candidate to study alongside the Welsh Baccalaureate Post-16 level 1 Certificate. To complete the Options learners must achieve a total of 240 GLH, 24 credits or 40% of level 1 threshold taken from at most 2 qualifications at Level 1. * Full details of specification and guidance are available from awarding organisations. 29
3 ASSESSMENT 3.1 Scheme of Assessment WJEC will assess units 1, 2 and 3 and aggregate achievements in units 4, 5 and the Options with Awarding Organisations. Units 1, 2 and 3 Centres should enable learners to produce a portfolio of evidence which illustrates the development of relevant knowledge, understanding and skills. The purpose of assessment is to ensure that effective learning has taken place in order to give learners the opportunity to satisfy the assessment criteria and achieve the learning outcomes within the units. Learners must produce a portfolio of evidence which meets the requirements of the assessment criteria for all the Elements within units 1, 2 and 3. The portfolio will demonstrate learning outcomes for the three units have been satisfied. The portfolio will be assessed on a Pass/Fail basis. The Welsh Baccalaureate Qualification Post-16 Level 1 Diploma (pilot) units are internally assessed and externally moderated. The following principles apply to the assessment of the units: Summative assessment of each unit only; All assessment criteria must be met as specified, for the learning outcomes of each unit to be achieved. 3.2 Aggregation The WJEC Welsh Baccalaureate Qualification Post-16 Level 1 Diploma (pilot) will be assessed on a Pass/Fail basis. To achieve a Pass all of the requirements of the 5 units and the Options must be met. 3.3 Assessing evidence Each centre must appoint a Lead Assessor and an appropriate number of other assessors to carry out the internal assessment of units 1, 2 and 3. WJEC will provide training for Lead Assessors and Assessors. Assessor support material, including sample documentation, will also be made available. Assessment of evidence must be made against the assessment criteria given in this specification. Assessment should only be undertaken by assessors with appropriate expertise. The assessor is responsible for ensuring that: they are clear about the requirements of the learning outcomes and assessment criteria statements prior to commencing evidence presented for assessment is authentic assessment decisions are accurately recorded written evidence is appropriately annotated showing how it relates to the assessment criteria observation records contain sufficient detail for objective corroboration of decisions 30
3.4 Standardisation Centres are expected to standardise assessment decisions. This is the process by which centres ensure that all learners are judged to the same standard across different assessors, teaching groups and from year to year. Evidence of standardisation should be submitted with learner evidence. The role of the Lead Assessor is to: document all activities; ensure that the tasks presented to learners are fit for purpose; ensure all assessors have appropriate documentation in place to support fair and valid assessment decisions; sample assessment judgements at appropriate times to ensure all assessors in the centre are correctly and consistently applying the assessment criteria; provide feedback to assessors; provide support to assessors on interpretation of assessment criteria; WJEC will provide Centre Guidelines for guidance on establishing internal moderation procedures. 3.5 Quality Assurance of Centre Centres that have not previously offered Welsh Baccalaureate Post-16 qualifications will first need to apply for, and be granted, centre approval before they can offer the qualifications. Centres will be allowed accelerated approval for a new qualification where the centre already has approval for a qualification that is being replaced. 31
4 ENTRY PROCEDURES Registration Registration marks the starting date that learners can begin accumulating evidence to achieve the Welsh Baccalaureate Post-16 Level 1 Diploma (pilot). All learners who begin the course in September 2012 must be registered by October 15 th 2012 and similarly for 2013 by October 15 th. Qualification entry WJEC Welsh Baccalaureate Qualification Post-16 Level 1 Diploma (pilot) will be available for certification in June 2013 and June 2014. Learners can be entered for the qualification when they have completed all the learning outcomes and assessment criteria for units 1, 2 and 3 together with requirements of Units 4 and 5 and the Options. Entries can be made at any time between February and May for the June certification. The entry code will also trigger aggregation (cash-in) of the qualification. 32
5 EXTERNAL MODERATION The consistency of assessment practices and decisions across centres will be assured through the external moderation of a sample of work. External moderation will be carried out in the centre. Where learners are entered, WJEC will identify the candidates who are to be submitted in the sample for external moderation. The sample size will be according to the table below. Total number of Sample size candidates 1 10 All 11-100 10 101-200 15 201-300 25 301+ 25 Centres must retain the portfolios of all learners, except those chosen in the moderation sampling process, for a period of two months. These portfolios must be available to WJEC if requested. Centres should submit a sample that includes: an assessment sheet completed and signed by the assessor to confirm the assessment a declaration sheet signed by learner confirming the authenticity of the evidence presented all evidence produced by learners in completion of the assessment annotated appropriately by the assessor Moderators will review all evidence presented to ensure standards are aligned. Evidence will be judged against the assessment criteria and the following: Annotation is the evidence produced by learners appropriately annotated, including the detail and clarity in evidence produced by the assessor? Authentication is it clear that the evidence submitted was authentically produced by the learner? Standardisation is there evidence of effective standardisation/internal quality assurance within the centre? Timetable Samples of work must be submitted for external moderation by WJEC deadline date. Centres will need to ensure that internal submission dates are set sufficiently in advance of this to allow for authentication, assessment and standardisation. Feedback The outcome of moderation will be to either accept or amend a centre s assessment decisions. Feedback will be provided through a Centre Moderator s Report which will include guidance on any required actions needed before re-submission. A Principal Moderator s report will be provided annually. 33
6 AWARDING AND REPORTING Awarding and reporting of results for WJEC Welsh Baccalaureate Qualification Post-16 Level 1 Diploma (pilot) will take place in August each year. A Qualification Certificate, will confirm the title and level of the qualification achieved where the cash-in code has been activated. 34
7 ACCESS and SPECIAL CONSIDERATION This specification has been designed to offer fair access for all and to minimise the need to make reasonable adjustments for learners who have particular requirements. It is expected that, normally, individual learners abilities, interests and needs will be appropriately catered for by centres through the choice of key issues and qualifications available. If there are any queries about the use of this flexibility inherent in the specification to meet learners needs, or about the use of reasonable adjustments, centres should contact WJEC. Exceptionally, if a centre wishes to request that a learner receives special consideration; procedures will follow those outlined in Section E of the JCQ publication, Access Arrangements, Reasonable Adjustments and Special Consideration. 35
8 POST-RESULTS SERVICE If a centre wishes to query the outcome of the moderation process, this must be done formally by the head of the centre notifying WJEC within 21 days of the publication of results. The sample of work submitted for moderation will be reviewed by a moderator not involved in the original process, and the centre informed of the outcome. Should the centre not be satisfied with the outcome of the review, there is provision for an appeal to WJEC. 36