The document provides a "Humanities Level Mountain" that outlines different levels of skills and abilities in humanities. It begins with basic skills like identifying, describing and determining at the bottom levels. Mid-levels include explaining, arguing, analyzing and comparing. The top levels involve creating, shaping, critiquing, debating and assessing. It asks how the learner can use their success criteria to progress along the mountain by applying, appraising, re-designing, examining and linking skills to their goals.

1. Year 7 Humanities IDEALS Skills Mountain
How can I make IDEAL progress? ANALYSE
EXPLAIN
I would like to achieve……. I can
-choose focus questions
I can or nearly always relevant to the learning
-suggest my own questions -use my sc to develop my own
DESCRIBE -follow a sequence of enquiry sequence of enquiry
-use LI, SC or a mark scheme -sometimes use reflection to
IDENTIFY to plan my work improve my learning
I am beginning to -reflect on my learning -present my learning in
-choose a relevant focus -present my learning in
With help I can different ways
-identify a focus question question different ways. -analyse the evidence and
-follow a writing frame -follow some of the -reach conclusions based on reach justified conclusions
-sometimes use success sequence of enquiry the evidence -use a wide range of
-use some of the success -use a range of appropriate
criteria and, set my own humanities terms
-identify key points in a criteria to plan my work humanities terms -Produce well structured,
-reflect on my learning -produced structured work
task/topic. organised work
-reach at least one -recognise & describe the -PEE -PEE fully 
conclusion key points in a task/topic. -use relevant sources - recognise bias in sources
-use one or more -use evidence to reach a -evaluate how relevant sources
recognise bias in sources.
humanities term in my conclusion -am aware of my role as a of evidence are to the task
-define and use humanities -Sometimes VOP (origin,
written work, or when global citizen.
speaking words -demonstrate an awareness value, purpose) my sources
-use the evidence given. -use paragraphs -understand my role as a
of the wider world and it’s
-make one or more points -PE diversity global citizen
-understand how I am a -consider how STEEP needs -be aware of the wider world
(P)
-recognise how people global citizen affect the world positively & and it’s diversity
-describe how people can -Analyse how varying STEEP
improve and damage the negatively
environment improve and damage the needs leads to social injustices
-share my view of how environment .
-recognise people may
people change the
environment have different views

2. Year 8 Humanities IDEALS Skills Mountain
How can I make IDEAL progress? LINK
ANALYSE
I would like to achieve……. I can
-independently choose my
I can
-choose focus questions own focus questions
EXPLAIN -use sc to plan my own
relevant to the learning
-use my sc to develop my own sequence of enquiry
DESCRIBE I can or nearly always -Choose appropriate skills
-suggest my own questions sequence of enquiry
-Follow the reflection cycle
-follow a sequence of enquiry -sometimes use reflection to -modify my presentation style
I am beginning to
-choose a relevant focus -use LI, SC or a mark scheme improve my learning to the learning
-present my learning in
question to plan my work -always select appropriate key
-reflect on my learning different ways
-follow some of the sequence -analyse the evidence and terms
-present my learning in -appraise the evidence and
of enquiry reach justified conclusions
-use some of the success different ways. use the most appropriate to
-use a wide range of
criteria to plan my work -reach conclusions based on justify my conclusions
humanities terms
-reflect on my learning the evidence -carefully plan, organize, and
-Produce well structured,
-recognise & describe the key -use a range of appropriate produce, well structured work
organised work
points in a task/topic. humanities terms -link/compare my ideas to the
-PEE fully 
-use evidence to reach a -produced structured work perspectives of others (PEEL)
- recognise bias in sources
-PEE -VOP (origin, value, purpose)
conclusion -evaluate how relevant sources
-define and use humanities -use relevant sources my sources
of evidence are to the task
words recognise bias in sources. -recognise bias and evaluate
-Sometimes VOP (origin,
-use paragraphs -am aware of my role as a sources
value, purpose) my sources
-PE global citizen. -Respect values and diversity
-understand my role as a
-understand how I am a global -demonstrate an awareness -Understand how the world is
global citizen
citizen of the wider world and it’s linked by STEEP needs and
-be aware of the wider world
-describe how people can diversity the injustices that develop
-consider how STEEP needs and it’s diversity
improve and damage the -Analyse how varying STEEP
environment affect the world positively &
needs leads to social injustices
-recognise people may have negatively
.
different views

3. Year 9 Humanities IDEALS Skills Mountain
SHAPE & CREATE
How can I make IDEAL progress?
LINK - I like to create my own tasks/
I would like to topics
I can - I like to substitute different
achieve……. ANALYSE
-independently choose my ideas and styles of
I can own focus questions presentation
EXPLAIN -choose focus questions relevant -use sc to plan my own - I develop my own mark
to the learning sequence of enquiry scheme & SC
I can or nearly always -use my sc to develop my own -Choose appropriate skills - I critique my work using the
-suggest my own questions sequence of enquiry -Follow the reflection cycle reflection cycle
-follow a sequence of -sometimes use reflection to -modify my presentation style - I always choose the
enquiry improve my learning to the learning appropriate skills to develop
-use LI, SC or a mark -present my learning in different -always select appropriate key my ideas
scheme to plan my work ways terms - I modify my presentation to
-reflect on my learning -analyse the evidence and reach -appraise the evidence and the learning I have chosen
-present my learning in justified conclusions use the most appropriate to - I always use key terms to
different ways. -use a wide range of humanities justify my conclusions discuss my ideas
-reach conclusions based on terms -carefully plan, organize, and - I debate the issues
the evidence -Produce well structured, produce, well structured work - I always judge the value of
-use a range of appropriate organised work -link/compare my ideas to the the arguments and reach
humanities terms -PEE fully  perspectives of others (PEEL) justified conclusions
-produced structured work - recognise bias in sources -VOP (origin, value, purpose) - I always consider a range of
-PEE -evaluate how relevant sources my sources perspectives and compare
-use relevant sources of evidence are to the task -recognise bias and evaluate with my own.
recognise bias in sources. -Sometimes VOP (origin, value, sources - I PEEL & VOP (origin, value,
-am aware of my role as a purpose) my sources -Respect values and diversity purpose)
global citizen. -understand my role as a global -Understand how the world is - I assess the evidence
-demonstrate an awareness citizen linked by STEEP needs and - I have a strong sense of my
of the wider world and it’s -be aware of the wider world and the injustices that develop role as a global citizen
diversity it’s diversity - I Asses the reasons for
-consider how STEEP needs -Analyse how varying STEEP people’s values
affect the world positively & needs leads to social injustices . - I consider causes and
negatively consequences of injustices
at a range of scales

4. The Humanities Level Mountain
How can I use my success criteria to make IDEAL progress?
CREATING/SHAPING
I would like to achieve…….
LINK
Create
Substitute
Apply
ANALYSE Critique
Appraise
Judge
Re-design/Invent
Debate
Compare and Examine
EXPLAIN Assess
Contrast Prediction
Argue Analyse Synthesize
DESCRIBE Comment Classify Utilise
Contrast Distinguish Modify
IDENTIFY
Describe Discuss Evaluate
Annotate Explain Explore
Determine Define Infer
Formulate
Label Exemplify Investigate
List
Suggest How can I link these to my
Outline Demonstrate Justify
Measure Reflect
success criteria? What do
Present Interpret
State Summarize Solve I need or want to achieve
Deduce
Recall Compare in this learning
Recognise opportunity?
Locate