A Non-British Society in the Past
This element introduces learners to the study of a chosen non-British society from a specific short historical period, focusing on how key features such as daily life, work, technology and social organisation shaped people's experiences. Learners will develop historical awareness by comparing these features with modern life and will practise using historical sources to gather information, building foundational skills in evidence-based reasoning and chronological understanding.
Assessment criteria
Topic Overview
The WJEC Entry Level Diploma in Humanities (Entry 3) is a vocationally-related qualification designed to introduce students to key themes in humanities, including history, geography, and religious studies. This diploma helps students develop foundational knowledge and skills such as source analysis, chronological understanding, and awareness of diverse cultures and environments. It is part of the Foundations for Learning framework, which emphasises practical, real-world applications and prepares students for further study or employment.
This qualification covers topics like local history, world geography, and major world religions, encouraging students to explore how human societies have developed and interacted. Students will engage with primary and secondary sources, maps, and religious texts to build critical thinking and communication skills. The diploma is assessed through portfolio work and controlled assessments, allowing students to demonstrate their understanding in a supportive, step-by-step manner.
Studying this diploma matters because it provides a solid grounding in humanities subjects, fostering empathy, cultural awareness, and a sense of place and time. It fits into the wider WJEC-CBAC vocational pathway, offering a stepping stone to higher-level qualifications such as GCSEs or vocational courses. By the end of the course, students will have a clearer understanding of the world around them and how past events, geographical features, and beliefs shape our present.
Key Concepts
Core ideas you must understand for this topic
- →Chronology: Understanding the order of historical events and using timelines to place them accurately.
- →Source analysis: Examining primary and secondary sources (e.g., letters, photographs, maps) to gather evidence and draw conclusions.
- →Place and space: Identifying physical and human features of locations, including continents, countries, and key landmarks.
- →Religious beliefs and practices: Recognising the core teachings, festivals, and rituals of major world religions such as Christianity, Islam, and Hinduism.
- →Cause and consequence: Explaining why events happened and what effects they had on people and places.
Learning Objectives
What you need to know and understand
- This unit aims to help learners to understand the key features that affected people’s lives in the past. This will be through a study of a short period of non-British history focussing on a specific society. In particular learners will be taught about similarities and differences between past and present and be encouraged to use historical sources to find out about this society.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for correctly identifying at least two key features of daily life in the chosen non-British society, such as housing, food, clothing or occupations.
- Credit should be given for demonstrating a clear comparison between one aspect of life in the past society and present day, using 'similar' or 'different' appropriately.
- Reward learners who reference a specific historical source (e.g., a picture, written account or artefact) when describing an aspect of life in the society studied.
- Recognise the ability to extract simple information from a provided source, such as identifying what an image shows about past clothing or tools.
Assessment Guidance
Guidance for achieving higher grades
- 💡When comparing past and present, choose one clear feature and state explicitly what is the same or different, using everyday language.
- 💡Always link a historical source directly to your point—for example, say ‘this picture shows people farming, which tells us that growing food was important in their lives.’
- 💡Practise identifying two or three key words from a written source that help you understand a key feature of the society.
- 💡In assessments, focus on describing what you see or read in the source rather than making guesses—simple, accurate observations earn marks.
- 💡When answering source-based questions, always refer directly to the source and quote or describe specific details to support your point. This shows you can analyse evidence.
- 💡Use key vocabulary from the specification, such as 'chronology', 'settlement', 'pilgrimage', or 'monotheism', to demonstrate your understanding and earn higher marks.
- 💡In controlled assessments, plan your answer before writing. A simple bullet-point plan can help you structure your response logically and cover all parts of the question.
Common Mistakes
Common errors to avoid in your coursework
- Applying modern assumptions to the past (presentism), such as thinking people in ancient societies had the same technology or daily routines as today.
- Struggling to distinguish between similarity and difference, often only noting differences without recognising continuities.
- Using sources superficially, such as only describing a picture without linking it to what it reveals about life in the society.
- Confusing different non-British societies or mixing up features from different historical periods.
- Misconception: History is just a list of dates and facts. Correction: History is about understanding why events happened and their impact, not just memorising dates. Focus on causes and consequences.
- Misconception: Geography only involves naming countries and capitals. Correction: Geography also includes understanding landscapes, climates, and how humans interact with their environment.
- Misconception: All religions are the same. Correction: While religions share some similarities, each has unique beliefs, practices, and histories. It's important to study them individually.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for WJEC-CBAC A Non-British Society in the Past
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic literacy and numeracy skills to read sources and interpret data.
- •An awareness of the local area and immediate environment, as many tasks relate to local history and geography.
- •Familiarity with simple research skills, such as finding information from books or websites.
Coursework AI Review
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Key Terminology
Essential terms to know
- This unit aims to help learners to understand the key features that affected people’s lives in the past. This will be through a study of a short period of non-British history focussing on a specific society. In particular learners will be taught about similarities and differences between past and present and be encouraged to use historical sources to find out about this society.
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