Looking at your History
WJEC-CBAC
Vocational
This element introduces learners to exploring how past developments or issues have shaped their local community. It focuses on identifying a significant change or event (e.g., the building of a landmark, a local industry, or a social change) and understanding its impact. Learners will develop skills in gathering simple historical information from sources like photographs, maps, or local stories, and then communicating their findings clearly, building foundational humanities skills relevant to everyday life and further study.
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Learning Outcomes
22
Assessment Guidance
23
Key Skills
17
Key Terms
24
Assessment Criteria
Assessment criteria
WJEC Entry Level Diploma In Humanities (Entry 2)
WJEC Entry Level Certificate In Humanities (Entry 3)
WJEC Entry Level Certificate In Humanities (Entry 2)
WJEC Entry Level Diploma In Humanities (Entry 3)
WJEC Entry Level Award In Humanities (Entry 3)
WJEC Entry Level Award In Humanities (Entry 2)
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. It forms part of the Foundations for Learning suite, which aims to develop essential skills, knowledge, and understanding for further study or employment. The diploma covers topics such as local and global communities, cultural diversity, and historical events, helping students make sense of the world around them.
This qualification is important because it builds foundational skills in critical thinking, research, and communication. By exploring real-world issues and human experiences, students learn to appreciate different perspectives and develop empathy. The diploma also prepares learners for progression to Level 1 or 2 qualifications in humanities or related subjects, such as GCSE History or Geography.
Within the wider subject of humanities, this diploma provides a broad overview rather than deep specialisation. It encourages students to connect ideas across disciplines, such as how geography influences historical events or how religious beliefs shape cultures. This interdisciplinary approach is valuable for developing a holistic understanding of human society.
Key Concepts
Core ideas you must understand for this topic
- →Community and identity: Understanding how groups of people form communities based on shared values, location, or culture, and how individual identities are shaped by these groups.
- →Change over time: Recognising that societies, environments, and beliefs evolve, and being able to identify causes and consequences of key historical events.
- →Cultural diversity: Appreciating the variety of cultures, traditions, and religions in the UK and globally, and understanding the importance of respect and tolerance.
- →Sources and evidence: Learning how to use primary and secondary sources (e.g., photographs, artefacts, maps) to gather information and support arguments.
- →Local and global connections: Exploring how local events and places are linked to wider national and international contexts.
Learning Objectives
What you need to know and understand
- know about a development or issue that has affected a local area in the past, be able to investigate a development or issue that has affected a local area in the past, be able to communicate knowledge of a development or issue that has affected a local area in the past
- Identify a specific development or issue that shaped the local area in the past
- Gather relevant information from at least two different types of source
- Evaluate the significance of the development or issue for the local community
- Communicate findings using appropriate historical vocabulary and clear structure
- Identify a historical issue, event, or person of local interest and personal relevance
- Use straightforward sources to gather basic information about the chosen topic
- Describe key changes or differences between the past and the present in your local area
- Present historical findings in a clear, organised format such as a timeline, poster, or short talk
- This unit aims to help learners to study an historical issue of local interest and importance.
- This unit aims to help learners to study an historical issue of local interest and importance.
- Identify a significant development or issue from the local area's past from given examples.
- Select and use at least two simple sources (e.g., photographs, maps, oral accounts) to investigate the chosen topic.
- Recall and state key facts about the local development or issue (e.g., date, key people, impact).
- Present findings in a structured format (e.g., poster, short talk, written account) suitable for an audience.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating the ability to name at least one specific development or issue from the local area's past (e.g., 'the closure of the coal mine').
- Award credit for showing evidence of simple investigation, such as presenting a photograph or visitor leaflet with a brief verbal or written explanation.
- Award credit for communicating knowledge using basic terms such as 'in the past', 'change', or 'effect', supported by a simple timeline or description.
- Award credit for clearly naming a development or issue that is distinctly local and historical in nature
- Award credit for demonstrating use of at least two different sources of evidence (e.g., photographs, oral accounts, maps)
- Award credit for explaining at least one way the development or issue changed the local area or affected its people
- Award credit for presenting information in a logical sequence with a beginning, middle, and end
- Award credit for choosing a topic that is clearly local and demonstrably relevant to the learner
- Credit for using at least two different, accessible sources (e.g., photograph, map, object, oral account)
- Credit for showing awareness of at least one change or continuity between past and present in the local context
- Credit for presenting information with a simple structure, such as chronological order or categorised facts
- Credit for basic evaluation of sources (e.g., saying why a source is useful or interesting)
- Award credit for clearly identifying a specific historical issue that has local relevance and can be researched within the learner's environment.
- Award credit for demonstrating the ability to collect information from at least two different sources (e.g., photographs, oral accounts, simple documents, visits) and present them in a basic structured format.
- Award credit for showing understanding of the issue's importance to the local area, making a simple connection between past and present with some personal reflection.
- Award credit for identifying at least one historical issue of local interest, such as a building, event, or person.
- Award credit for collecting at least two pieces of evidence from different sources (e.g., a photograph and an interview).
- Award credit for presenting findings in a clear, simple format, such as a poster, short written account, or oral presentation.
- Award credit for making a basic connection between the local issue and its historical importance (e.g., why it matters to the community).
- Award credit for selecting a development or issue clearly linked to the local area, not a generic historical event.
- Evidence of consulting at least two different types of source, with basic interpretation.
- Key facts are presented accurately, even if in simple terms.
- Communication is clear and logically sequenced, using everyday language.
- Visual aids or artefacts are used to enhance understanding where appropriate.
Assessment Guidance
Guidance for achieving higher grades
- 💡When investigating a local development, choose something with accessible evidence, like a local museum display or a familiar landmark, to make gathering information easier.
- 💡For the communication task, practice describing the change in simple steps: what it was like before, what happened, and what it is like now.
- 💡In assessments, always link the development directly to its effect on local people or the area, using phrases like 'this meant that...' to show clear cause and effect.
- 💡Select a topic that you can easily research using local libraries, online archives, or family interviews
- 💡Plan your work by breaking it into sections: what the development/issue was, what you found out, and why it matters
- 💡Use visual aids such as photographs or simple maps to support your written explanation and make your work engaging
- 💡Choose a local topic you can easily access information about, such as an old building, a street name, or a family story
- 💡Use at least two different sources – a photo and a written account, for example – to make your work richer
- 💡Keep your presentation simple and visual; a clear timeline or annotated poster often works well for this level
- 💡Practice explaining your findings to someone else to check if your message is clear before finalising your work
- 💡Choose a local historical issue that genuinely interests you and is accessible; talking to older residents or visiting a local site often yields rich, original evidence.
- 💡Present your findings in a clear, organised way: use headings, pictures with captions, and a simple timeline to show what happened and why it matters.
- 💡Always explain in your own words why the issue is important to your local area today – this demonstrates the key skill of linking past and present.
- 💡Keep a record of all sources used, even if it's just a simple list; this shows the breadth of your research and helps avoid unintentional copying.
- 💡Start by brainstorming local landmarks, events, or people that interest you, and check if you can find accessible sources.
- 💡Use simple questions to guide your research: What is it? Where is it? Why is it important?
- 💡Keep your presentation simple and focused; use pictures or objects to support your points.
- 💡Practice explaining your findings to someone else to ensure your account is clear and easy to follow.
- 💡Focus on one specific development or issue in depth rather than trying to cover many events superficially.
- 💡Use simple diagrams, timelines, or before-and-after pictures to strengthen your presentation.
- 💡Practise explaining your topic to a partner to ensure your communication is clear and logically ordered.
- 💡Check that your sources are clearly mentioned in your work—even just a simple reference shows good practice.
- 💡Use specific examples from your studies to support your answers. For instance, when discussing community, mention a local event or group you have studied. This shows deeper understanding.
- 💡Pay attention to command words in questions. 'Describe' means give details, 'explain' means give reasons, and 'compare' means discuss similarities and differences. Answer exactly what is asked.
- 💡In source-based questions, always refer to the source provided and say what it tells you. Don't just describe it; explain how it helps answer the question.
Common Mistakes
Common errors to avoid in your coursework
- Confusing a local event with a national or global event without linking it to local impact.
- Assuming that all changes are recent or only focusing on the present rather than the past.
- Struggling to differentiate between a development (planned change) and an issue (a problem or challenge), leading to vague answers.
- Choosing a topic that is too broad or not clearly linked to the local area (e.g., a national event with no local focus)
- Failing to distinguish between fact and opinion when using sources
- Describing the development or issue without discussing its impact on the local community
- Submitting work that is solely descriptive with no evidence of investigation or analysis
- Selecting a topic that is too broad or not locally focused, making research and presentation difficult
- Confusing facts and opinions when gathering information from sources
- Presenting information without any clear order, making the work difficult to follow
- Relying on only one type of source, which may limit the reliability or depth of the investigation
- Selecting a historical issue that is too broad or vague to be meaningfully explored at entry level, resulting in superficial work.
- Relying solely on one source of information, such as the internet, without considering local archives, people, or physical evidence.
- Failing to explain why the issue mattered locally and how it still impacts the community, instead providing a simple narrative without context or significance.
- Copying large sections of text from sources without showing personal understanding or summarising in their own words.
- Choosing a topic that is too broad or not local, such as a national event without local relevance.
- Relying on only one source of evidence, like a single website, without seeking varied perspectives.
- Presenting information without any personal reflection or explanation of why the issue is historically important.
- Confusing 'local' with 'personal' history (e.g., only discussing family history without community context).
- Choosing a topic that is not local or is too broad (e.g., World War II generally instead of a local wartime event).
- Relying solely on one source or repeating text verbatim without understanding.
- Presenting a collection of facts without connecting them to the idea of change or impact.
- Confusing opinion or family stories with established fact when not supported by other evidence.
- Misconception: Humanities is just about memorising dates and facts. Correction: While facts are important, the diploma emphasises understanding concepts, making connections, and explaining why events happened, not just when.
- Misconception: All cultures are the same. Correction: Cultures differ greatly in traditions, beliefs, and values. The diploma teaches students to recognise and respect these differences without stereotyping.
- Misconception: History is fixed and unchanging. Correction: Historical interpretations can change as new evidence emerges. Students learn that history is often debated and that different perspectives exist.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for WJEC-CBAC Looking at your History
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.
Pass (P)
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Merit (M)
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Distinction (D)
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 at Entry 2 level, as the course involves reading, writing, and interpreting data.
- •An interest in people, places, and events, as the diploma explores real-world topics that require curiosity and open-mindedness.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- know about a development or issue that has affected a local area in the past, be able to investigate a development or issue that has affected a local area in the past, be able to communicate knowledge of a development or issue that has affected a local area in the past
- Local heritage and identity
- Historical investigation skills
- Evaluating historical significance
- Communicating historical knowledge
- Impact of change on communities
- Local historical enquiry
- Use of historical evidence
- Change and continuity over time
- Personal and community identity
- Simple presentation of findings
- This unit aims to help learners to study an historical issue of local interest and importance.
- This unit aims to help learners to study an historical issue of local interest and importance.
- Local historical awareness
- Basic research methods
- Communication of findings
- Understanding change over time
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