WJEC PATHWAYS – ENTRY QUALIFICATIONS TITLE ENVIRONMENTAL AWARENESS UNIT

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WJEC ENTRY LEVEL DEVELOPMENT ENTRY 1 QUALIFICATIONS

WJEC PATHWAYS – ENTRY QUALIFICATIONS


Title

Environmental Awareness

Unit Ref. No.

L/502/0657

Entry Code

6102/E2

Level

Entry 2

Credit value

2

Unit aim

This unit aims to enable learners to take responsibility for their environment by identifying environmental issues and how they can go about helping the environment.


Learning Outcomes


To be awarded credit for this unit, the learner will:

Assessment Criteria


Assessment of the learning outcome will require a learner to demonstrate that they can:

LO1


Demonstrate an awareness of how the

actions of humans affect the environment.

AC1.1


Identify a human behaviour which harms the environment.


AC1.2


Identify a human behaviour which helps the environment.

LO2


Demonstrate an awareness of

environmental issues which affects

their life.

AC2.1


Identify an environmental issue which is

relevant to their life.


AC2.2


Say how this issue affects their life.

LO3


Be able to demonstrate a way in which

they can help the environment.

AC3.1


Agree with an appropriate person an activity that they can participate in to help the

environment.


AC3.2


Participate in a given activity to help the

environment.


Title

Environmental Awareness

Unit Ref. No.

R/502/0658

Entry Code

6102/E3

Level

Entry 3

Credit value

2

Unit aim

This unit aims to enable learners to take responsibility for their environment by identifying environmental issues and how they can go about helping the environment.


Learning Outcomes


To be awarded credit for this unit, the learner will:

Assessment Criteria


Assessment of the learning outcome will require a learner to demonstrate that they can:

LO1


Demonstrate an awareness of how the

actions of humans affect the environment.

AC1.1


Give examples of human behaviours which harm the environment.


AC1.2


Give examples of human behaviours which help the environment.

LO2


Demonstrate an understanding of environmental issues which affects their life.


AC2.1


Identify two different types of environmental issue which are relevant to their life.


AC2.2


Identify the effects that these issues have

on their life.

LO3


Be able to demonstrate ways in which they can help the environment.


AC3.1


Identify an activity that they can carry out to improve the environment in their local area.


AC3.2


Take part in an activity to improve the

environment in their local area.



2. Amplification of Content


The following suggestions should be considered in the context of:



LO1 Learners will need to gain an insight into the types of environmental behaviour that:


  1. Harms the environment. These should include:


  1. Helps the environment. These should include:


LO2 The learner will need to be aware of how the above are harmful and how they can impact on their own lives.



LO3 The learner will need to demonstrate how they can play an active part in improving their own environment e.g. by organising an anti-litter campaign; encouraging positive environmental campaigns, such as recycling; promote greater awareness of national schemes or campaigns, e.g. National Trust, Greenpeace etc.



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. However, in planning courses teachers will need to consider the possible qualification outcomes for individual learners. For full details of the qualifications (Awards and Certificates) that this unit may contribute to, and rules of combination, please refer to the WJEC Entry Pathways specification.


Working towards goals; Making the most of leisure time; Working as part of a group; Developing self; Healthy living; Choices and decisions; Myself within the community.

3.2 Resources


Appropriate PSE/PSHE texts within the centre

WJEC support materials (legacy specifications PSS/Lifeskills)

Visits to local environmental improvement schemes

Visiting speakers

Some Possible contacts:

Keep Britain Tidy; Greenpeace; National Trust; National Parks: Fair Trade; Friends of the Earth; National Society for Clean Air; Wastewatch; WWF; Woodland Trust


Internet websites:

www.wjec.co.uk

www.recycle-more.co.uk (schools section)

www.greenphase.co.uk

www.wastewatch.org

www.wcl.org

www.worldlandtrust.org

www.earthdefenders.co.uk


4. Assessment


4.1 Ways of demonstrating that the criteria have been met


In planning assessment opportunities it will be necessary to consider:

- formative as well as summative assessment

- coverage of Assessment Criteria for this unit

- coverage of Assessment Criteria for linked units


The following types of evidence are likely to feature:


Photographs, evaluation sheets, Witness Statements, wall displays, posters, Power point presentations, videos, records of oral questioning, annotated task sheets.


Overall comments will be summarised on the Record Form.


4.2 Examples of Tasks


Task 1 Do a survey of traffic around your school


Task 2 Carry out a survey of how pupils travel to school each day.


Task 3 Produce spider diagrams showing both harmful and beneficial behaviour affecting your environment.


Task 4 Prepare a PowerPoint presentation entitled either “How people are damaging our environment” or “How we set up a school recycling scheme” or “How we cultivated a wildlife area in the school grounds”.


Task 5 Make a video/poster display of activities that help to improve the environment.


Task 6 Produce a leaflet encouraging everyone to save energy around the school.


Task 7 Set up one of the following schemes:

A wildlife garden within the school; an anti-litter campaign; a visit to a protected site; a re-cycling scheme within the school.

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:



Environmental Awareness Entry 2


ASSESSMENT RECORD


Candidate Name       Candidate No.      


Centre Name       Centre No.      



Assessment Criteria

Met

Evidence

Office Use

AC1.1


Identify a human behaviour which harms the environment.

  

     

     

AC1.2


Identify a human behaviour which helps the environment.

  

     

     

AC2 .1


Identify an environmental issue which is relevant to their life.

  

     

     

AC2.2


Say how this issue affects their life.

  

     

     

AC3.1


Agree with an appropriate person an activity that they can participate in to help the environment.

  

     

     

AC3.2


Participate in a given activity to help the environment.

  

     

     


General Comments


     


     


     


     



Teacher:       Date:      


Moderator:       Date:      


Environmental Awareness Entry 3


ASSESSMENT RECORD


Candidate Name       Candidate No.      


Centre Name       Centre No.      


Assessment Criteria

Met

Evidence

Office Use

AC1.1


Give examples of human behaviours which harm the environment.

  

     

     

AC1.2


Give examples of human behaviours which help the environment.

  

     

     

AC2 .1


Identify two different types of environmental issue which are relevant to their life.

  

     

     

AC2.2


Identify the effects that these issues have on their life.

  

     

     

AC3.1


Identify an activity that they can carry out to improve the environment in their local area.

  

     

     

AC3.2


Take part in an activity to improve the environment in their local area.

  

     

     


General Comments


     


     


     


     


Teacher:       Date:      


Moderator:       Date:      



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