Assessment Task 1 | Stage 5 | Australian History
Movement of Peoples
Area of Assessment, Course Components and Weightings:
Area of Assessment:
Research and written response
Component:
Movement of Peoples
Weighting:
50%
Due Date:
Hand in Last Lesson of Week 1, Term 2 (From 28th April)
Outcomes to be assessed:

HT5-6 uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and
Australia

HT5-9 Applies a range of relevant historical terms and concepts when communicating an understanding of the past

HT5-10 Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for
different audiences.
The Assessment Task:
Part A – 10 marks
Analyse the usefulness of Source A for a historian studying the opportunities for free settlers in early colonial Australia
1788-1850.
Source A: Historic Houses Trust, Elizabeth Farm, 2011
The household was at its grandest during the last years of John Macarthur’s life. After the founding of his fortune in the first two
decades of the colony…Macarthur determined to display his success and wealth in a material way; in his houses, in his plate and
furniture…
The 1828 census listed thirteen servants at Elizabeth Farm: a gardener, a coachman, a butler, two grooms, a cook, four labourers,
two maidservants and a footman. All but two of these are listed as convicts, as having pardons or tickets of leave. Many of the
Macarthur’s servants lived in their own cottages on the estate and farm workers travelled frequently between Camden and
Parramatta during harvesting and shearing…
In its furnishings, at least from the early years of the nineteenth century, Elizabeth Farm appears to have been comfortably and
elegantly fitted out, with fine china and glass and silver, brought by Macarthur in England and Europe…
Answer this question in 1-2 paragraphs using the OCMAP strategy (origin, context, motive, audience and perspective). You will
also need to refer to reliability and link back to usefulness.
This assessment task was written by Linda Kovacs, Pymble Ladies’ College. © Copyright of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the
State of New South Wales is protected by Crown copyright.
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Part B – 20 marks
It has been described by many historians that Australia was a ‘Fatal Shore’ a dumping ground for convicts: a country of suffering
and brutality. Using your own research on free settlers and Source A answer the following question:
“Was Australia really a Fatal Shore for everyone or was it a land of opportunity?” Discuss

Discuss means to identify the key arguments and provide evidence for and against this statement.

Word limit: 850-900 words

You must write in a formal essay style. This means an introduction, structured paragraphs and a conclusion.

You must include a bibliography of all sources used. This must be set out in accordance with the bibliography layout in your
diary and on the Conde Library Homepage.
In your response you should consider :

the hardships experienced by the convicts and free settlers in the period 1788-1850

the opportunities that existed in the period 1788-1850

evidence that exists to support and refute this question
Assessment criteria:
You will be assessed on how well you:

Use relevant evidence when analysing Source A for its usefulness

Effectively research the topic and integrate evidence from the source

Communicate your findings in a well-structured written account of approximately 850-900 words
This assessment task was written by Linda Kovacs, Pymble Ladies’ College. © Copyright of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the
State of New South Wales is protected by Crown copyright.
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Marking Guidelines
Part A: Analyse the usefulness of Source A for a historian studying the opportunities of free settlers in
early colonial Australia 1788-1850
CRITERIA
MARKS

Makes a clear judgement about the usefulness of Source A when studying the opportunity of free settlers
9-10

Addresses all aspects of OCMAP and relates it back to usefulness

Provides a well-structured and detailed paragraph which uses evidence from the source

Makes a judgement about the usefulness of Source A when studying the opportunity of free settlers

Addresses aspects of OCMAP but responses may be uneven

Provides a well-structured paragraph

Provides a limited discussion on the usefulness of Source A for studying the opportunity of free settlers
5-6

Generalises about the usefulness of Source A/ and or reliability/ and or perspective
3-4

May paraphrase Source A

Some simple description or paraphrase from Source A
Part B:
7-8
1-2
‘Was Australia really a Fatal Shore for everyone or was it a land of opportunity? Discuss
CRITERIA
MARKS

Presents a sustained, logical and well-structured discussion in answer to the statement
17-20

Clearly identifies the arguments for and against the statement within the time period 1788-1850

Supports the discussion with detailed, relevant and accurate historical information from research knowledge
and references the source.

Includes a correctly formatted bibliography

Writes within the word limit

Presents a well-structured discussion in answer to the statement

Identifies arguments for and/or against

Supports the discussion with relevant and accurate historical information

Includes a bibliography

Presents a largely narrative or descriptive response of the colonial period in Australia

Presents a structured answer with some understanding of historical features and issues

May or may not include a bibliography

Limited description of the colonial period in Australia

Presents some basic use of historical information

Lists some historical events from colonial Australia

Presents a limited narrative of people or events from the past with little relevant historical information.
13-16
9-12
5-8
1-4
This assessment task was written by Linda Kovacs, Pymble Ladies’ College. © Copyright of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the
State of New South Wales is protected by Crown copyright.
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a)
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If any other licence is sought, inquiries should be directed to the Executive Director of AISNSW.
This assessment task was written by Linda Kovacs, Pymble Ladies’ College. © Copyright of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the
State of New South Wales is protected by Crown copyright.
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