Year 10 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 10 Australian Curriculum
achievement standard represents a C standard — a sound level of knowledge and understanding of the content, and application of skills.
Year 10 Australian Curriculum: History achievement standard
By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over
time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people’s actions in the
past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise
the evidence used to support these interpretations.
Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of
time. When researching, students develop, evaluate and modify questions to frame an historical inquiry. They process, analyse and synthesise information from a
range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes.
When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose, and context. They develop
and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In
developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference
these sources.
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#level10
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 10 History standard elaborations
A
REVISED DRAFT
B
C
D
E
statements about patterns
of change and continuity
over time
Historical knowledge and understanding
Understanding and skills dimensions
The folio of student work has the following characteristics:
comprehensive explanation
of patterns of change and
continuity over time,
referring to:
 key events
 the actions of individuals
and groups
 beliefs and values
detailed explanation of
patterns of change and
continuity over time,
referring to:
 key events
 the actions of individuals
and groups
 beliefs and values
explanation of patterns of
change and continuity over
time, referring to:
description of patterns of
change and continuity over
time, referring to:
 key events
 the actions of individuals
and groups
 beliefs and values
 key events
 the actions of individuals
and groups
 beliefs and values
comprehensive explanation
of the context for people’s
actions in the past
detailed explanation of the
context for people’s actions
in the past
explanation of the context
for people’s actions in the
past
description of the context
for people’s actions in the
past
statements about the
context for people’s actions
in the past
comprehensive explanation
of the significance of
events and developments
from a range of
perspectives
detailed explanation of the
significance of events and
developments from a range
of perspectives
explanation of the
significance of events and
developments from a
range of perspectives
description of the
significance of events and
developments from a
range of perspectives
statements about the
significance of events and
developments
comprehensive explanation
of different interpretations
of the past explanation of
the evidence used to
support these
interpretations
detailed explanation of
different interpretations of
the past and description of
the evidence used to
support these
interpretations
explanation of different
interpretations of the past
identification of the
evidence used to support
these interpretations
description of different
interpretations of the past
identification of aspects of
the evidence used to
support these
interpretations
statements about different
interpretations of the past
analysis of the causes and
effects and developments
and comprehensive
explanation of their relative
importance
analysis of the causes and
effects and developments
and detailed explanation of
their relative importance
analysis of the causes and
effects and developments
and explanation of their
relative importance
explanation of the causes
and effects and
developments and
description of why they are
important
statements about causes
and effects and
developments
Year 10 standard elaborations — Australian Curriculum: History
REVISED DRAFT
Queensland Curriculum & Assessment Authority
February 2015
Page 2 of 7
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, discerning
evaluation and modification
of questions to frame an
historical inquiry
development, informed
evaluation and modification
of questions to frame an
historical inquiry
development, evaluation
and modification of
questions to frame an
historical inquiry
development and
modification of questions
related to an historical
inquiry
use of questions related to
an historical inquiry
processing, analysis and
synthesis of information
from a range of primary
and secondary sources
and discerning use of the
information as evidence to
effectively answer inquiry
questions
processing, analysis and
synthesis of information
from a range of primary
and secondary sources
and informed use of the
information as evidence to
effectively answer inquiry
questions
processing, analysis and
synthesis of information
from a range of primary
and secondary sources
and use of the information
as evidence to answer
inquiry questions
processing and synthesis
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
discerning analysis of
sources to identify
motivations, values and
attitudes
informed analysis of
sources to identify
motivations, values and
attitudes
analysis of sources to
identify motivations, values
and attitudes
use of sources to identify
motivations, values and
attitudes
use of sources
discerning evaluation of
these sources by analysing
and drawing justified
conclusions about their
usefulness taking into
account origin, purpose
and context
informed evaluation of
these sources by analysing
and drawing detailed
conclusions about their
usefulness taking into
account origin, purpose
and context
evaluation of these
sources by analysing and
drawing conclusions about
their usefulness taking into
account origin, purpose
and context
evaluation of these
sources by drawing
conclusions about their
usefulness taking into
account aspects of origin,
purpose and context
statements about the
usefulness of these
sources
development and
comprehensive justification
of own interpretations
about the past
development and detailed
justification of own
interpretations about the
past
development and
justification of own
interpretations about the
past
development of own
interpretations about the
past
statements about own
interpretations about the
past
Year 10 standard elaborations — Australian Curriculum: History
REVISED DRAFT
Queensland Curriculum & Assessment Authority
February 2015
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A
B
C
D
E
Key
Communicating
Understanding and skills dimensions
The folio of student work has the following characteristics:
accurate sequencing of
events and developments
within a chronological
framework, and
explanation of relationships
between events across
different places and
periods of time
sequencing of events and
developments within a
chronological framework,
and description of
relationships between
events across different
places and periods of time
sequencing of events and
developments within a
chronological framework,
and identification of
relationships between
events across different
places and periods of time
partial sequencing of
events and developments
within a chronological
framework, and
identification of aspects of
relationships between
events across different
places and periods of time
fragmented sequencing of
events and developments
and statements about
events across different
places and periods of time
development of texts,
(explanations and
discussions) incorporating
historical argument that
includes:
 purposeful organisation
and presentation of
justified arguments
 discerning use of
relevant historical terms
and concepts
 discerning use of
evidence identified in
sources
 accurate referencing of
these sources using
appropriate conventions.
development of texts,
(explanations and
discussions) incorporating
historical argument that
includes:
 effective organisation
and presentation of
informed arguments
 informed use of relevant
historical terms and
concepts
 informed use of evidence
identified in sources
development of texts,
(explanations and
discussions) incorporating
historical argument that
includes:
 organisation and
presentation of their
arguments
 use of historical terms
and concepts
development of texts,
(explanations and
discussions) incorporating
historical argument that
includes:
 partial organisation and
presentation of aspects
of arguments
 use of historical terms
development of texts,
(explanations and
discussions) incorporating
historical argument that
includes:
 fragmented presentation
of partial arguments
 use of evidence
identified in sources
 use of sources
 referencing of these
sources using
appropriate conventions.
 referencing of these
sources.
 use of aspects of
evidence identified in
sources
 partial referencing of
these sources.
 use of everyday
language
 lists of sources.
Shading emphasises the key aspects of the achievement standard and qualities that discriminate between the A–E descriptors. Key terms are described overleaf.
Year 10 standard elaborations — Australian Curriculum: History
REVISED DRAFT
Queensland Curriculum & Assessment Authority
February 2015
Page 4 of 7
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 10 History SEs
The following terms are used in the Year 10 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
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
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
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
Year 10 standard elaborations — Australian Curriculum: History
REVISED DRAFT
Queensland Curriculum & Assessment Authority
February 2015
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Term
Description
discerning
showing good judgment to make thoughtful choices
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
justification;
justify;
justified
provide sound reasons or evidence to support a statement; show how an argument
or conclusion is right or reasonable
modification;
modify
change, alter or adapt in order to improve quality or add clarity
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
Year 10 standard elaborations — Australian Curriculum: History
REVISED DRAFT
Queensland Curriculum & Assessment Authority
February 2015
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Term
Description
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
range
covers the scope of relevant situations or elements
referencing
(of sources)
citing with explicit sources in order to:
acknowledge the source of ideas and work that is not the author's own
point the reader to the source documents so that they can determine independently
whether the attributed sources support the author’s argument as presented
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
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
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 10 standard elaborations — Australian Curriculum: History
REVISED DRAFT
Queensland Curriculum & Assessment Authority
February 2015
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