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KS3 Combined Humanities

NC Levels 2010
Lev Description

• Show some knowledge of where places and landscapes are located and
recognise some of the similarities and differences between different periods
and where they fit, both now and in the past
• Describe the physical and human features of different places and events
• Recognise how people seek to improve and sustain places and environments.
• Beginning to use appropriate key terms
• Show knowledge and understanding of some of the main events, people,
beliefs and changes studied and the impact they have or have had.
• Beginning to give a few reasons for, and results of events and changes.
• Use sources of information in ways that go beyond simple observations to
answer questions.
• Ask important questions about Humanities issues and make links between own
responses and other peoples.
• Make links between values and commitments, and own attitude and behaviour.

• Recognise and describe in detail the physical and human features of
places, events, periods and societies - .recognising continuity and change over
• Show knowledge of where places, events and landscapes are located here and
abroad and can identify where these fit within the past.
• Understand that people can both improve and damage society and the
• Able to describe the impacts of people, events and beliefs on peoples’ lives
• Offer reasons for own views and recognise that other people may hold
different views.
• Able to identify some causes and consequences of events and issues studied
and the changes that have taken place
• Able to describe some similarities and differences between the events, places,
people and beliefs studied
• Beginning to produce structured work
• Make use of some appropriate dates and key terms

• Show increasing depth of knowledge of where places and landscapes are
located and of events people and beliefs now and in the past at home and
• Describe and begin to explain geographical patterns, historical events and
people and different beliefs.
• Understand some ways that human activities cause environments, events and
societies and beliefs to change.
• Aware of sustainable development
• Recognise the range of views people have about the environment, past events
and beliefs.
• Can select appropriate information and write a conclusion, using the right
vocabulary and key terms.

Created by djd/opt/scribd/conversion/tmp/scratch2451/43784260.doc
• Begin to suggest relationships between causes and why some events,
people and changes might be judged as more significant than others
• Begin to evaluate sources of information to establish evidence for particular
• Understand similarities and differences between beliefs, religions, people,
events and places.
• Can ask, and suggest answers to, a range of questions, relating them to own
life and others.

• Show a depth of knowledge of places, landscapes, events, people and beliefs
now and in the past at home and overseas.
• Describe and explain physical and human patterns and processes and
recognise that these processes interact.
• Can recognise how conflicting demands on the environment may arise and
describe and compare sustainable and other approaches to managing
• Appreciate that different values and attitudes, including own, result in
different approaches.
• Present findings in a coherent way, using appropriate methods, vocabulary and
sources to reach conclusions that are consistent with the evidence.
• Begin to explain relationships between causes and look at the significance of
events, people, beliefs, places and changes.
• Begin to explain how and why different interpretations of the events now and
in the past have arisen or been constructed.
• Can explain why the impact of beliefs and different views varies and the
reasons for diversity within and between religions, countries and events.

• Able to analyse the characteristics of places, events and beliefs - drawing on
knowledge of a wide range of scales.
• Describe and explain in detail, interactions within and between people,
places, events and beliefs.
• Understand that many factors influence the decisions made when developing
places and environments sustainably.
• Appreciate and explain that people, places, events and beliefs are affected by
actions and events in other places – appreciating the significance of any
changes and views
• Establish own sequence of investigation, presenting well-argued summaries
using specific vocabulary to reach detailed conclusions - beginning to
reflect on the process undertaken
• Explain how and why different interpretations of events now and in the past
have arisen or been constructed.
• Select, organise and use relevant information and make appropriate use of
terminology to produce well-structured work showing evaluative skills

• Able to analyse the characteristics of places, events and beliefs, drawing on
own knowledge of a wide range of locations, events, religions and scales.
• Can make links in knowledge and understanding in the UK and the wider world.
• Can describe and explain in detail interactions within and between people,
places and events and show how these interactions create diversity and
interdependence and help change places and environments.
• Can analyse different approaches to developing places and environments and
explain causes and consequences of environmental change.

Created by djd/opt/scribd/conversion/tmp/scratch2451/43784260.doc
• Can understand how interaction between people, environments, beliefs and
events can result in complex and unintended changes.
• Show independence, to identify geographical, historical and philosophical
questions and issues and establish own sequence of investigation, present full
and coherently argued summaries of work, using wholly appropriate and
complex vocabulary to reach substantiated conclusions.

Produced by D. Drake

Created by djd/opt/scribd/conversion/tmp/scratch2451/43784260.doc