WJEC PATHWAYS - ENTRY QUALIFICATIONS Title Unit Ref. No. The effects of consumerism K/617/3329 D/617/3330 Entry Code 6240/E2 6240/E3 Level Entry 2/3 Credit Value 3 Unit aim This unit aims to enable learners to know about the production of consumer goods, the way in which it affects people, particularly children, and the organisations that aim to protect them. 1
Learning outcomes To be awarded credit for this unit, the learner will: LO1 Know about popular consumer goods. LO2 Know how the production of some popular consumer goods can affect the lifestyles of producers and affect the environment. LO3 Know about the work of organisations that aim to protect children from exploitation. Assessment Criteria Entry 2 Assessment of the learning outcome will require a learner to demonstrate that they can: AC1.1 List consumer goods popular with young people. AC1.2 List where some of these popular consumer goods are produced. AC2.1 Identify ways in which production of some popular consumer goods affects the environment. AC2.2 Show some features of working conditions of producers of some popular consumer goods in other countries. AC2.3 State why children are employed in these factories. AC3.1 List organisations that aim to protect children. AC3.2 Show the work of one organisation that aim to protect children. Assessment Criteria Entry 3 Assessment of the learning outcome will require a learner to demonstrate that they can: AC1.1 Identify consumer goods popular with young people. AC1.2 Identify where some of these popular consumer goods are produced. AC2.1 Outline how production of some popular consumer goods affects the environment. AC2.2 Outline working conditions of producers of some popular consumer goods in other countries. AC2.3 Give reasons why children are employed in these factories. AC3.1 Identify organisations that aim to protect children. AC3.2 Outline the work of one organisation that aims to protect children. 2
2. SUGGESTED UNIT CONTENT The following suggestions should be considered in the context of: the level the learner is working at either Entry 2 or Entry 3 the level is determined not by the amount of work completed but should demonstrate achievement of the specific assessment criteria. Completion should be closely linked to the command words used in the assessment criteria. centre facilities and resources teaching time and curriculum organisation providing opportunities for progression including studying a Humanities based subject to GCSE level 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 of consumer goods studied 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: Know about popular consumer goods Learners must know about: consumer goods popular with young people e.g. designer trainers, i-pads, designer label clothes, fast food, head phones, computer games where in the world some of these goods are produced LO2: Know how the production of some popular consumer goods can affect the lives of the producers and effect the environment Learners must know about: how production of consumer goods can affect the environment e.g. use of natural resources, water, energy etc., the amount of non-biodegradable materials produced and use of chemicals and dyes damage to the environment done by goods travelling all round the world to their destinations features of working conditions in some of these places such as overcrowding, no breaks, unsafe buildings, fire hazards, chemical hazards, long hours or low pay some of the dangers these conditions particular present for children e.g. physical and emotional abuse, limited access to education, little fresh air or exercise, why children are employed. Reasons may include lack of legislation to secure the rights of children, often have no family as a result of disease so they are vulnerable to exploitation and often responsible for younger siblings, extreme poverty in many of the countries where these goods are produced so children have to work, lack of awareness of the damage done to children in these circumstances LO3: Know the work of organisations that aim to protect children Learners must know about: a range of organisations that aim to protect children such as Save the Children, World s Children, Railway Children, UNICEF, Childline in India, World Vision etc., the support provided by al least one organisation such as providing a safe place to live, education, training, safety, healthcare, nutrition, work for community and government change. 3
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 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 The Effects of Consumerism are: Taking a role in society in the UK Climate change Changing trends in tourism Threatened ecosystems Choosing a combination of the above units would work towards an Entry Pathways qualification in Humanities, with a particular focus on distinctive and topical themes on Geography. Alternatively, this unit can be studied with other units in the Humanities suite focus on the areas of History and Religious Studies. 3.2 Resources No specific resources have been written for this unit. Teachers and learners are advised to gather relevant information using general textbooks, websites, digital resources, magazines, television programmes and films. One useful area of resources and support for teachers of Entry Pathways units is available on the WJEC website. The site can be found here: http://resources.wjec.co.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 learners and centres. Ethical Trade.org has details about child labour and resources and information that can be used. School text books e.g. Folens Specials on Global Issues, the Environment, Sustainable Development. Films about the exploitation of children such as Slumdog Millionaire. Web sites including: www.stopchildlabour.net www.freethechildren.com www.wvi.org www.childlineindia.org.in www.worldschildren.org World Vision Child Line in India World s Children Young Peoples Trust for the Environment resources, talks, download www.ypte.org.uk Barnado s website Outlines many categories of child exploitation in a fairly simple way and also explores solutions. Other charities provide useful videos or leaflets 4
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 Entry Pathways Humanities has no set tests or assessments. WJEC will provide some suggestions that can be developed to provide evidence that the assessment criteria for each learning outcome have been met. It is hoped that teachers will build on some of these suggestions and develop activities of their own to provide assessments appropriate for their learners. In practice, ways of demonstrating that the criteria have been met will vary according to centre type, the nature of learners and curriculum organisation. In addition, different learners within the same teaching group can demonstrate achievement of assessment criteria in different ways. However, the following general types of activities are likely to feature as ways of demonstrating that the assessment criteria have been met: Posters General activity Written work Map work Oral presentations Contributing to group discussions Powerpoint presentations Use of visual images such as photographs Storyboards Case studies Interviews Surveys and questionnaires Group discussions Possible purpose Identify popular consumer goods and where they are made Outline the work of charities that work with children who help to produce consumer goods Illustrate locations that produce consumer goods Give information about working conditions that are connected with production of consumer goods Offer an opinion on the quality of consumer goods that you have bought Present information about child labour in the past and today Illustrate examples of poor working conditions or damage to the environment Illustrate real life situations of people who help to produce consumer goods Outline the work of children's charities working overseas Ask about people's experience of buying consumer goods Collect opinions on exploitation of workers who help to produce consumer goods Talk about issues such as working conditions, work of charities and other organisations 5
4.2 Examples of tasks: Examples of tasks that can be used with learners to show evidence of meeting the assessment criteria. LO1: Know about popular consumer goods At Entry 2, learners could: produce a poster or presentation featuring themselves at the centre (photo or sketch) and either draw or cut and paste some of the consumer goods they own or would like to own make a poster showing consumer goods popular with young people conduct a simple survey with their class finding out what consumer good others own. Make a chart of their findings having identified consumer goods list where they are produced research major brands and list where they are produced At Entry 3, learners could: produce a poster or presentation featuring themselves at the centre (photo or sketch) and either draw or cut and paste some of the consumer goods they own or would like to own make a booklet identifying consumer goods popular with young people annotate a map of the world showing where these goods are produced using a map of the world identify and outline where some of these consumer goods are produced interview friends and relatives about whether they know where these goods are produced. Record the findings in an appropriate way LO2: Know how the production of some popular consumer goods can affect the lives of producers and affect the environment At Entry 2, learners could: produce a case study or storyboard of one popular consumer item for young people e.g. trainers and find out about workings conditions in the factories that produce them produce a poster showing environmental effects caused by production of some consumer goods make a collage of working conditions in some of these factories complete sorting exercise of why children are exploited answer questions about what it would be like to work in one of these factories produce a poster showing the dangers for young people in these factories At Entry 3, learners could: give information, written, visual or spoken, outlining the working conditions that workers who produce these popular goods outline, in writing or orally, the effects that this type of consumerism has on the producing countries (both good and bad) give a short speech or take part in a role play which covers the consequences of consumerism on the environment. This may relate to one specific product or several select, from a list of options, some causes of child exploitation and give reasons why these cause exploitation 6
LO3: Know about the work of organisations that aim to protect children from exploitation At Entry 2, learners could: pick out from a word search names of organisations that aim to protect children select, from a list, some ideas to end child exploitation participate in a discussion about ways to end child exploitation produce a poster illustrating the work that organisations do to protect children At Entry 3, learners could research organisations that attempt to deal with problems of child exploitation and make some notes about the kind of work they do produce a poster / powerpoint / leaflet that could be used in their school to raise awareness of child exploitation make a list of Health and Safety rules and use these to write an imaginary report from a Health and Safety perspective on conditions in some of these factories imagine they work for an organisation that aims to protect children and give some information outlining the work that they do 4.3 Recording Assessment will be recorded on the relevant assessment record by indicating successful completion of each Assessment Criterion. 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. All criteria must be met for the unit to be achieved and credit awarded. Copies of the assessment records are on pages 9 and 10. 7
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. Essential points to note with regard to administrative arrangements Submit all work by unit and not by candidate. Ensure that all candidate work submitted for moderation is fully marked and annotated. Annotate completed candidate work with the relevant assessment criteria, e.g. AC 1.3 or AC 3.2, showing where and how the work presented has met the required assessment criteria. Check that ALL assessment criteria have been met for each unit by each candidate. Do not submit work for moderation if all assessment criteria have not been clearly and fully met. Complete in full the Assessment Record Sheet for each unit for individual candidates, ensuring it is signed the teacher, including as much detail as possible on where and how assessment criteria have been met. 8
The effects of consumerism ENTRY 2 WJEC ASSESSMENT RECORD Candidate Name Centre Name Candidate No. Centre No. LO Assessment Criteria Met Evidence LO1 LO2 LO3 AC1.1 List consumer goods popular with young people. AC1.2 List where some of these popular consumer goods are produced. AC2.1 Identify ways in which production of some popular consumer goods affects the environment. AC2.2 Show some features of working conditions of producers of some popular consumer goods in other countries. AC2.3 State why children are employed in these factories. AC3.1 List organisations that aim to protect children. AC3.2 Show the work of one organisation that aim to protect children. General Comments: Teacher: Moderator: Date: Date: 9
The effects of consumerism ENTRY 3 WJEC ASSESSMENT RECORD Candidate Name Centre Name Candidate No. Centre No. LO Assessment Criteria Met Evidence LO1 LO2 LO3 AC1.1 Identify consumer goods popular with young people. AC1.2 Identify where some of these popular consumer goods are produced. AC2.1 Outline how production of some popular consumer goods affects the environment. AC2.2 Outline working conditions of producers of some popular consumer goods in other countries. AC2.3 Give reasons why children are employed in these factories. AC3.1 Identify organisations that aim to protect children. AC3.2 Outline the work of one organisation that aims to protect children. General Comments: Teacher: Moderator: Date: Date: The Effects of Consumerism/LG 22.08.2018 10