Year 8 standard elaborations — Australian Curriculum: History
REVISED DRAFT
The Australian Curriculum achievement standards are an expectation of the depth of understanding, the extent of knowledge and the sophistication of
skills that students should typically demonstrate at the end of a teaching and learning year. In Queensland, the Year 8 Australian Curriculum
achievement standard represents a C standard — a sound level of knowledge and understanding of the content, and application of skills.
Year 8 Australian Curriculum: History achievement standard
By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and
developments. They identify the motives and actions of people at the time. Students explain the significance of individuals and groups and how they were
influenced by the beliefs and values of their society. They describe different interpretations of the past.
Students sequence events and developments within a chronological framework with reference to periods of time. When researching, students develop questions to
frame an historical inquiry. They analyse, select and organise information from primary and secondary sources and use it as evidence to answer inquiry questions.
Students identify and explain different points of view in sources. When interpreting sources, they identify their origin and purpose, and distinguish between fact and
opinion. Students develop texts, particularly descriptions and explanations, incorporating analysis. In developing these texts, and organising and presenting their
findings, they use historical terms and concepts, evidence identified in sources, and acknowledge their sources of information.
Source:
Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum History for Foundation–10,
www.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-10?layout=1#level8
The standard elaborations (SEs) should be used in conjunction with the Australian Curriculum achievement standard and content descriptions for the
relevant year level. They provide additional clarity about using the Australian Curriculum achievement standard to make judgments on a five-point scale.
The SEs for History have been developed using the Australian Curriculum content descriptions and the achievement standard. They promote and support:
· aligning curriculum, assessment and reporting, connecting curriculum and evidence in assessment, so that what is assessed relates directly to what
students have had the opportunity to learn
· continuing skill development from one year of schooling to another
· making judgments on a five-point scale based on evidence of learning in a folio of student work
· planning an assessment program and individual assessments
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· developing task-specific standards and grading guides.
Year 8 History standard elaborations
A
REVISED DRAFT
B
C
D
E
Historical knowledge and understanding
Understanding and skills dimensions
The folio of student work has the following characteristics:
identification and
comprehensive
explanation of patterns of
change and continuity over
time
identification and detailed
explanation of patterns of
change and continuity over
time
identification and
explanation of patterns of
change and continuity
over time
identification and
description of patterns of
change and continuity
over time
statements about changes
and continuity over time
comprehensive
explanation of the:
· causes and effects of
events and
developments
· the significance of
individuals and groups
and how they were
influenced by the beliefs
and values of their
society
detailed explanation of the:
explanation of the:
description of the:
statements about:
· causes and effects of
· causes and effects of
· causes and effects of
· the causes and effects
events and
developments
· significance of
individuals and groups
and how they were
influenced by the beliefs
and values of their
society
events and
developments
· significance of
individuals and groups
and how they were
influenced by the beliefs
and values of their
society
events and
developments
· significance of
individuals and groups
and how they were
influenced by the beliefs
and values of their
society
of events and
developments
· individuals and groups
and how they were
influenced by beliefs
and values
identification and
explanation of the motives
and actions of people at
the time
identification and
description of the motives
and actions of people at
the time
identification of the
motives and actions of
people at the time
identification of aspects of
motives and actions of
people at the time
statements about the
motives and actions of
people at the time
comprehensive
explanation of different
interpretations of the past
explanation of different
interpretations of the past
description of different
interpretations of the past
identification of different
interpretations of the past
statements about
interpretations of the past
Year 8 standard elaborations — Australian Curriculum: History
REVISED DRAFT
Queensland Curriculum & Assessment Authority
February 2015
Page 2 of 8
A
B
C
D
E
Questioning and researching
Analysing and interpreting
Understanding and skills dimensions
The folio of student work has the following characteristics:
development of discerning
questions to frame an
historical inquiry
development of informed
questions to frame an
historical inquiry
development of questions
to frame an historical
inquiry
development of questions
related to an historical
inquiry
use of questions related to
an historical inquiry
analysis, selection and
organisation of information
from primary and
secondary sources and
discerning use of the
information as evidence to
effectively answer inquiry
questions
analysis, selection and
organisation of information
from primary and
secondary sources and
informed use of the
information as evidence to
effectively answer inquiry
questions
analysis, selection and
organisation of information
from primary and
secondary sources and
use of the information as
evidence to answer inquiry
questions
explanation, selection and
organisation of information
from primary and
secondary sources and
use of aspects of the
information as evidence to
answer aspects of inquiry
questions
use of information from
primary and secondary
sources and use of
aspects of the information
to answer aspects of
inquiry questions
identification and
comprehensive
explanation of different
points of view in sources
identification and detailed
explanation of different
points of view in sources
identification and
explanation of different
points of view in sources
identification and
description of different
points of view in sources
identification of points of
view in sources
discerning interpretation of
sources to explain their
origin and purpose and
distinguish between fact
and opinion
informed interpretation of
sources to describe their
origin and purpose and
distinguish between fact
and opinion
interpretation of sources to
identify their origin and
purpose and distinguish
between fact and opinion
explanation of sources to
identify aspects of their
origin and purpose and
distinguish between fact
and opinion
statements about sources
to identify aspects of their
origin and purpose
Year 8 standard elaborations — Australian Curriculum: History
REVISED DRAFT
Queensland Curriculum & Assessment Authority
February 2015
Page 3 of 8
A
B
C
D
E
Key
Communicating
Understanding and skills dimensions
The folio of student work has the following characteristics:
accurate and detailed
sequencing of events and
developments within a
chronological framework,
with explanation of periods
of time
detailed sequencing of
events and developments
within a chronological
framework, with
description of periods of
time
sequencing of events and
developments within a
chronological framework,
with reference to periods
of time
partial sequencing of
events and developments
within a chronological
framework, and
identification of periods of
time
fragmented sequencing of
events and developments
and statements about
periods of time
development of texts,
(explanations and
discussions) incorporating
historical argument that
includes:
· purposeful organisation
and presentation of
justified findings
· discerning use of
relevant historical terms
and concepts
· discerning use of
evidence identified in
sources
· accurate
acknowledgement of
their sources using
appropriate conventions.
development of texts,
(explanations and
discussions) incorporating
historical argument that
includes:
· effective organisation
and presentation of
informed findings
· informed use of relevant
historical terms and
concepts
· informed use of
evidence identified in
sources
· acknowledgement of
their sources using
appropriate conventions.
development of texts,
(descriptions and
explanations)
incorporating analysis that
includes:
· organisation and
presentation of their
findings
· use of historical terms
and concepts
development of texts,
(explanations and
discussions) incorporating
historical argument that
includes:
· partial organisation and
presentation of
aspects of findings
· use of historical terms
development of texts,
(explanations and
discussions) incorporating
historical argument
including:
· fragmented presentation
of aspects of findings
· use of evidence
· use of aspects of
· use of sources
evidence identified in
sources
· partial
acknowledgement of
their sources.
· lists of sources.
identified in sources
· acknowledgment of their
sources of information.
· use of everyday
language
Shading emphasises the key aspects of the achievement standard and qualities that discriminate between the A–E descriptors. Key terms are described overleaf.
Year 8 standard elaborations — Australian Curriculum: History
REVISED DRAFT
Queensland Curriculum & Assessment Authority
February 2015
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Notes
Australian Curriculum common dimensions
The SEs describe the qualities of achievement in the two dimensions common to all Australian
Curriculum learning area achievement standards — understanding and skills.
Dimension
Description
understanding
the concepts underpinning and connecting knowledge in a learning area, related to
a student’s ability to appropriately select and apply knowledge to solve problems in
that learning area
skills
the specific techniques, strategies and processes in a learning area
Terms used in Year 8 History SEs
The following terms are used in the Year 8 History SEs. They help to clarify the descriptors, and
should be read in conjunction with the ACARA History glossary:
www.australiancurriculum.edu.au/humanities-and-social-sciences/history/Glossary.
Term
Description
accurate
consistent with a standard, rule, convention or known facts
acknowledge
(sources)
recognise or cite sources in a structured or organised process
analyse;
analysis
consider in detail for the purpose of finding meaning or relationships, and identifying
patterns, similarities and differences
appropriate
fitting, suitable to the context
aspects of
particular parts or features
cause and effect
a relationship in which one event (the cause) makes another event happen (the
effect), one cause can have several effects;
in History, used to identify chains of events and developments over time, both short
term and long term
change;
changes
events or developments from the past that represent modifications, alterations and
transformations; see continuity
comparison;
compare
estimate, measure or note how things are similar or dissimilar
comprehensive
detailed and thorough, including all that is relevant
concepts;
historical
concepts
an abstract idea or notion;
in History, a historical concept refers to any general notion or idea that is used to
develop an understanding of the past, such as concepts related to the process of
historical inquiry (e.g. evidence, continuity and change, perspectives, significance)
and concepts that are culturally significant to Aboriginal and Torres Strait Islander
peoples (e.g. country and place)
continuity
the state or quality of being continuous;
in History, continuities are aspects of the past that have remained the same over
certain periods of time, while changes are events or developments from the past
that represent modifications, alterations and transformations
Year 8 standard elaborations — Australian Curriculum: History
REVISED DRAFT
Queensland Curriculum & Assessment Authority
February 2015
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Term
Description
conventions
accepted style for acknowledging sources
description;
describe
give an account of characteristics or features
detailed
meticulous; including many of the parts
development;
develop
elaborate or expand in detail; to create or construct
discerning
showing good judgment to make thoughtful choices
distinguish
recognise points of difference
effective;
effectively
meeting the assigned purpose in a way that produces a desired or intended result
evaluation;
evaluate
examine and judge the merit or significance of something
evidence
that which proves or disproves something;
in History, evidence is the information obtained from sources that is valuable for a
particular inquiry (e.g. the relative size of historical figures in an ancient painting
may provide clues for an inquiry into the social structure of the society);
evidence can be used to help construct a historical narrative, to support a
hypothesis or to prove or disprove a conclusion
explanation;
explain
provide additional information that demonstrates understanding of reasoning and/or
application
fragmented
disjointed, incomplete or isolated
historical inquiry
the process of investigation undertaken in order to understand the past;
steps in the inquiry process include posing questions, locating and analysing
sources and using evidence from sources to develop an informed explanation
about the past
historical terms
words or phrases used to describe abstract aspects or features of the past
(e.g. colonisation, revolution, imperialism, democracy) and more specific features
(e.g. pyramid, gladiator, temple, rock shelter)
identification;
identify
establish or indicate who or what someone or something is; includes recognition
incorporation;
incorporate
merge, join together, embed, usually into a coherent whole
information
knowledge communicated or received concerning some fact or circumstance
informed
having relevant knowledge; being conversant with the topic
interpretation;
interpret
explaining the meaning of information or actions;
in History, an interpretation is an explanation of the past about a specific person,
event or development; there may be more than one interpretation of a particular
aspect of the past because historians may have used different sources, asked
different questions and held different points of view about topics
justified
provide sound reasons or evidence to support a statement; show how an argument
or conclusion is right or reasonable
Year 8 standard elaborations — Australian Curriculum: History
REVISED DRAFT
Queensland Curriculum & Assessment Authority
February 2015
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Term
Description
organisation;
organise
to form as or into a whole consisting of a sequence or interdependent parts
partial
attempted; incomplete evidence provided
perspective
a person’s point of view, the position from which they see and understand events
going on around them; people in the past may have had different points of view
about a particular event, depending on their age, gender, social position and their
beliefs and values (e.g. a convict girl and an Aboriginal Elder would have had quite
different perspectives on the arrival of the First Fleet in Australia); historians also
have perspectives and this can influence their interpretation of the past
presentation
an address or report on a particular topic, especially one supported by images,
digital data, exhibits, etc.
primary sources
in History, written or non-written material created during the time being investigated
(i.e. during an event or very soon after);
examples include official documents (e.g. laws and treaties), personal documents
(diaries, letters, emails, texts); photographs, film, documentaries;
these original, first-hand accounts are analysed by the historian to answer
questions about the past;
see source, secondary sources
purpose;
purposeful
intentional; done by design; focused and clearly linked to the goals of the task
relevant
applicable and pertinent
secondary
sources
in History, accounts about the past that were created after the time being
investigated and which often use or refer to primary sources and present a
particular interpretation;
see source, primary sources
selection;
select
choose in preference to another or others
sequence;
sequencing
arrange in a definite order;
in History, sequencing includes chronological order
significance;
significant
importance, of consequence;
in History, the importance assigned to particular aspects of the past, (e.g. events,
developments, movements, historical sites);
significance includes an examination of the principles behind the selection of what
should be investigated and remembered and involves consideration of questions
such as: how did people in the past view the significance of an event? how
important were the consequences of an event? what was the duration of the event?
how relevant is it to the contemporary world?
source
any written or non-written materials that can be used to investigate the past;
a source becomes evidence if it is of value to a particular inquiry
see primary sources; secondary sources
statement
a sentence or assertion
Year 8 standard elaborations — Australian Curriculum: History
REVISED DRAFT
Queensland Curriculum & Assessment Authority
February 2015
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Term
Description
text;
texts
the means for communication; their forms and conventions have developed to help
us communicate effectively with a variety of audiences for a range of purposes;
texts can be written, spoken or multimodal and in print or digital/online forms;
multimodal texts combine language with other systems for communication, such as
print text, visual images, soundtrack and spoken word as in film or computer
presentation media
use of
to operate or put into effect
Year 8 standard elaborations — Australian Curriculum: History
REVISED DRAFT
Queensland Curriculum & Assessment Authority
February 2015
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