NORTHERN TERRITORY BOARD OF STUDIES
Year 10 History
Learning Area
Humanities and Social Sciences
Length
50 hours
Background
The Australian Curriculum (AC) History can be accessed on the Australian Curriculum website page.
ACARA states that “Teachers use the Australian Curriculum content and achievement standards first
to identify current levels of learning and achievement and then to select the most appropriate
content (possibly from across several year levels) to teach individual students and/or groups of
students. This takes into account that in each class there may be students with a range of prior
achievement (below, at, and above the year level expectations) and that teachers plan to build on
current learning.”
These principles underpin the design and structure of the Year 10 Historical skills strand but the
chronological continuum in the Knowledge and Understanding strand should be maintained.
Purpose
This document provides
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a summary of the course content
programming and teaching requirements.
pedagogical advice regarding the teaching of required history tasks
an overview of assessment.
learning and assessment plan templates
1
History and Senior Secondary Pathways
At Year 10, students will undertake Year 10 Australian Curriculum: The Modern World and Australia.
In the senior years, students may be offered a range of history subjects or additional subjects from
the NTCET Humanities and Social Sciences learning area.
Year 10
History
Year 11 – Stage 1
Aboriginal Studies
Ancient Studies
Australian and International Politics
Economics
Geography
History
Legal Studies
Media Studies
Philosophy
Religion Studies
Society and Culture
Tourism
Women’s Studies
2
Year 12 – Stage 2
Aboriginal Studies
Australian and International Politics
Australian History
Classical Studies
Economics
Geography
Legal Studies
Media Studies
Modern History
Philosophy
Religion Studies
Society and Culture
Tourism
Women’s Studies
Programming and Teaching Australian Curriculum History
The writers of the AC Year 10 History wrote the course to be taught within 50 hours of
programmed teaching and learning time
The following provides a summary of the allocation of time within the fifty hours.
Course Overview: 10% of teaching time – Approximately 5 hours
(The broad narrative of the historical period 1919-present day: it
makes links to and between depth studies and assists in consolidating
understanding)
1. WWII (1939-45)
3 x Depth Studies: approximately 30% or 15 hours each
2. Rights and
Freedoms (1945present)
3. Globalising World
Historical Skills
Teachers may integrate
teaching of Overview and Depth
Study
Year 10 History
Select ONE of the following
electives
Popular culture
(1945 – present)
Migration experiences
(1945 – present)
The environment movement
(1960s – present)
Content Descriptions
The Overview: See above for advice re time allocation
Overview content for the Modern World and Australia includes the following:
1. the inter-war years between World War I and World War II, including the Treaty of
Versailles, the Roaring Twenties and the Great Depression
2. continuing efforts post-World War II to achieve lasting peace and security in the world,
including Australia’s involvement in UN peacekeeping
3. the major movements for rights and freedom in the world and the achievement of
independence by former colonies
4. the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War
conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan) including the rising influence of Asian
nations since the end of the Cold War
5. developments in technology, public health, longevity and the standard of living during the
twentieth century and concern for the environment and sustainability.
3
Depth Studies: (Approximately 15 hours each)
The following is required content.
Depth Study 1: World War II
Students investigate wartime experiences through a study of World War II in depth. This
includes a study of the causes, events, outcome and broader impact of the conflict as an
episode in world history, and the nature of Australia’s involvement.
World War II (1939-45)
1. An overview of the causes and course of World War II (ACDSEH024)
2. An examination of significant events of World War II, including the Holocaust and
use of the atomic bomb (ACDSEH107)
3. The experiences of Australians during World War II (such as Prisoners of War
(POWs), the Battle of Britain, Kokoda, the Fall of Singapore) (ACDSEH108)
4. The impact of World War II, with a particular emphasis on the Australian home front,
including the changing roles of women and use of wartime government controls
(conscription, manpower controls, rationing and censorship) (ACDSEH109)
5. The significance of World War II to Australia’s international relationships in the
twentieth century, with particular reference to the United Nations, Britain, the USA
and Asia (ACDSEH110)
2 Rights and freedoms
Students investigate struggles for human rights in depth. This will include how rights and
freedoms have been ignored, demanded or achieved in Australia and in the broader world
context.
Rights and freedoms (1945 – the present)
6. The origins and significance of the Universal Declaration of Human Rights, including
Australia’s involvement in the development of the declaration (ACDSEH023)
7. Background to the struggle of Aboriginal and Torres Strait Islander peoples for rights and
freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations
(ACDSEH104)
8. The US civil rights movement and its influence on Australia (ACDSEH105)
9. The significance of the following for the civil rights of Aboriginal and Torres Strait Islander
peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision;
Bringing Them Home Report (the Stolen Generations), the Apology (ACDSEH106)
10. Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait
Islander peoples, and the role of ONE individual or group in the struggle (ACDSEH134)
11. The continuing nature of efforts to secure civil rights and freedoms in Australia and
throughout the world, such as the Declaration on the Rights of Indigenous Peoples (2007)
(ACDSEH143)
4
3 The globalising world
Students investigate one major global influence that has shaped Australian society in depth,
including the development of the global influence during the twentieth century.
Study ONE elective: Popular culture or The environment movement or Migration experiences.
1. Popular culture (1945 – present)
1. The nature of popular culture in Australia at the end of World War II, including music, film
and sport (ACDSEH027)
2. Developments in popular culture in post-war Australia and their impact on society, including
the introduction of television and rock ’n’ roll (ACDSEH121)
3. The changing nature of the music, film and television industry in Australia during the postwar period, including the influence of overseas developments (such as Hollywood,
Bollywood and the animation film industry in China and Japan) (ACDSEH122)
4. Australia’s contribution to international popular culture (music, film, television, sport).
(ACDSEH123)
5. Continuity and change in beliefs and values that have influenced the Australian way of life
(ACDSEH149)
2. Migration experiences (1945 – present)
1. The waves of post-World War II migration to Australia, including the influence of significant
world events (ACDSEH144)
2. The impact of changing government policies on Australia’s migration patterns, including
abolition of the White Australia Policy, ‘Populate or Perish’ (ACDSEH145)
3. The impact of at least ONE world event or development and its significance for Australia,
such as the Vietnam War and Indochinese refugees (ACDSEH146)
4. The contribution of migration to Australia’s changing identity as a nation and to its
international relationships (ACDSEH147)
3. The environment movement (1960s – present)
1. The background to environmental awareness, including the nineteenth century National
Parks movement in America and Australia (ACDSEH028)
2. The intensification of environmental effects in the twentieth century as a result of
population increase, urbanisation, increasing industrial production and trade (ACDSEH125)
3. The growth and influence of the environment movement within Australia and overseas, and
developments in ideas about the environment (notion of ‘Gaia’, ‘limits to growth’, concept
of ‘sustainability’, concept of ‘rights of nature’) (ACDSEH126)
4. Significant events and campaigns that contributed to popular awareness of environmental
issues, such as the campaign to prevent the damming of Australia’s Gordon River, the
nuclear accident at Chernobyl and the Jabiluka mine controversy in 1998 (ACDSEH127)
5. Responses of governments, including the Australian government, and international
organisations to environmental threats since the 1960s (including deforestation and climate
change). (ACDSEH128)
5
Elaborations
Teachers should note that ‘elaborations’ identified by ‘blue codes’ on the electronic version
of the curriculum) are suggestions for in depth teaching and are not mandated. Teachers
may elect to teach aspects of the curriculum relevant to their local area or context.
Historical Skills
Historical Skills are integrated with the teaching of Historical Knowledge and Understanding
Chronology, terms and concepts
1. Use chronological sequencing to demonstrate the relationship between events and
developments in different periods and places (ACHHS182)
2. Use historical terms and concepts (ACHHS183)
Historical questions and research
1. Identify and select different kinds of questions about the past to inform historical inquiry
(ACHHS184)
2. Evaluate and enhance these questions (ACHHS185)
3. Identify and locate relevant sources, using ICT and other methods (ACHHS186)
Analysis and use of sources
1. Identify the origin, purpose and context of primary and secondary sources (ACHHS187)
2. Process and synthesise information from a range of sources for use as evidence in an
historical argument (ACHHS188)
3. Evaluate the reliability and usefulness of primary and secondary sources (ACHHS189)
Perspectives and interpretations
1. Identify and analyse the perspectives of people from the past (ACHHS190)
2. Identify and analyse different historical interpretations (including their own) (ACHHS191)
Explanation and communication
Develop texts, particularly descriptions and discussions that use evidence from a range of sources
that are referenced (ACHHS192) Select and use a range of communication forms (oral, graphic,
written) and digital technologies (ACHHS193)
6
Assessment Requirements
Students at Year 10 are required to complete 4 OR 5 tasks
Assessment at Year 10 will be determined by using the History Performance Standards which appear
on the final page of this document.
The Modern World and Australia
Year 10 Course:
YEAR 10 HISTORY OVERVIEW
Australian
Curriculum
Content Strands
and Descriptors
Assessment Tasks and Weighting
Assessment Design
Criteria for
Assessment
Prescribed assessment tasks
1 x Sources Analysis
Knowledge and
Understanding
1 x Argument
1 x Investigation
&
Historical Skills
Alternative tasks, for example:
o Oral
o Multi modal
o Historical report
o Other negotiated task
I & A, R, C
K & U, I & A, R, C
K & U, I & A, R, C
Any Performance
Standard specific
feature not covered
in required tasks
need to be
addressed here.
Teachers please note:
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Students must be assessed against selected specific features within Assessment
Design Criteria / Performance Standards.
Each specific feature must be assessed at least once.
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Assessment Tasks: Pedagogical Advice
Sources Analysis
Students undertake at least one sources analysis assessment.
Teachers are encouraged to use a range of questions and techniques suitable for the examination of
historical sources. Many appropriate examples are available from texts written for the Australian
Curriculum, as well as on academic internet sites. In the sources analysis task, students use,
interpret, evaluate, and reflect on a selection of different historical sources. Sources may include
letters, photographs, film, cartoons, material culture (e.g. artefacts, buildings, and sites), statistics,
graphs, journals, newspapers, official reports, oral histories, and books.
A suitable sources analysis task may include questions that assess a student’s ability to:
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comprehend information from sources
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interpret / draw conclusions from sources
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cross reference material from sources
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analyse the limitations and usefulness of sources to the historian in terms of authenticity,
bias, reliability and audience
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analyse a proposition or question, using sources as evidence in an historical argument.
A selection of three sources for any one assessment should be sufficient. The sources may be
selected by the teacher or by students in negotiation with their teacher.
For this assessment type, students provide evidence of their learning primarily in relation to the
following assessment design criteria:
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inquiry and analysis
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reflection

communication
Argument Task
Students undertake at least one argumentative task. Most students should have the opportunity to
complete an argumentative essay. The historical argument essay requires students to:
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develop and respond to the argument question or proposition
structure an argument (Introduction, Main body paragraphs, including turn of argument and
conclusion)
analyse and develop their own perspectives and interpretations in history
use evidence to support argument
recognise relevance, reliability and representativeness in an analysis of evidence
reference work appropriately
8
For this assessment type, students provide evidence of their learning in relation to the following
assessment design criteria:

knowledge and understanding

inquiry and analysis

reflection

communication
Investigation
Students undertake at least one investigation in which they inquire into, interpret, and research a
historical topic in depth. The investigation should be on a topic linked to the material covered.
For the investigation, students examine a historical event, group, individual, or phenomenon. They
negotiate with the teacher the nature and approach of the investigation in terms of the topic, issue,
hypothesis and/or focusing question(s), research and sources, and presentation.
The investigation may take the form of, for example, a report, an oral presentation, a web page, or a
multimodal presentation.
Students are encouraged to use relevant sources as evidence to support their investigation. They
should acknowledge sources appropriately in a format negotiated with the teacher.
For this assessment type, students provide evidence of their learning in relation to the following
assessment design criteria:
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knowledge and understanding
inquiry and analysis
reflection
communication
Maximum length for assessment tasks
It is recommended:
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that written pieces be no more than 800 words
oral pieces be no more than 5 minutes or the equivalent in multimodal form
(A possible exception could be the Investigation, and in this instance, students should write no
more than 1000 words OR speak for no more than 6 minutes)
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the word count and time limit described here should be reflected on any learning and
assessment plan. Students may not complete the task to this extent, but better students
should have the opportunity to develop their skills to the maximum for the year level.
There are no minimums however if a student writes or speaks too briefly it may make it
difficult to find enough evidence against the performance standards to achieve a C grade or
higher.
9
Glossary
Refer to the Australian Curriculum Glossary for the definitions of the terms used in this document.
Student work samples
ACARA have compiled student folios at, above and below the achievement standard.
Teachers are encouraged to access these samples as an indicator of the standard expected of
students at Year 10.
The samples also provide an insight into appropriate tasks for the Year level.
SATISFACTORY
ABOVE SATISFACTORY
BELOW SATISFACTORY
10
Year 10 Australian Curriculum History: Implementation Steps and Templates
Step 1:
Get to know the ACARA Website: See Australian Curriculum Year 10 History, Historical Knowledge and Understanding (required content and elaborations) and
Historical skills. - Note: Elaborations are identified by codes e.g. (ACDSEH024). These are suggestions and do not preclude you teaching another appropriate
aspect of a topic e.g. The bombing of Darwin.
-
Step 2:
Design a History program appropriate to hours allocated in your school. Take into account the following:
- The Achievement Standards / Performance Standards the students need to demonstrate.
- General Capabilities and Cross Curricula Priorities.
- The Key Inquiry Questions History of the year level.
- Explicit reference to historical concepts (Including evidence, continuity and change, causation, perspectives, significance, chronology, empathy and
historical interpretations) See Glossary History for details of these terms
- Overview of approximately 10% teaching time.
- 3 Depth Studies. For each Depth Study consider mandated CONTENT and suggested ELABORATIONS. You will need to access the History document to
see these.
NB. Schools may make timetabling decisions that will require consideration of this format.
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Step 3:
- Design a learning and assessment plan of 4 OR 5 tasks.
- Use the Performance Standards as the basis for a learning and assessment plan. This ensures that all Performance Standards are addressed and that
students learn all the necessary skills of the curriculum, as well as prescribed content.
- Within the learning and assessment plan, design tasks using the language of the Performance Standards.
- Students should have the opportunity to complete:
o An argumentative task – for most students this should be an argumentative essay.
o A sources analysis
o A research task
Step 4:
-
Closely consider the Performance Standards designed to assess student work.
11
Year 10 Achievement Standards
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.
ACHIEVEMENT STANDARDS AS ASSESSMENT DESIGN CRITERIA (ADC)
NB: Specific Features refers to individual elements of each Assessment Design Criteria
Knowledge and Understanding
1. Refer to and sequence key events, actions, beliefs and values in explanation of complex historical
patterns
2. Demonstrate understandings of ways context affected the actions of people and groups
3. Identify historical terms and concepts
Inquiry and Analysis
1. Develop and apply questions to guide historical inquiry
2. Identify and locate sources showing evidence of research including ICT
3. Analyse and use source as evidence to explain key concepts
Reflection
1. Identify and evaluate perspectives of individuals and groups from the past
2. Identify and evaluate historical interpretations and develop and justify their own
3. Reflect on the importance of individuals, events or phenomena
Communication
1. Communicate using informed and relevant historical texts including argument
2. Use of subject specific language and conventions
12
NORTHERN TERRITORY BOARD OF STUDIES
LEARNING AND ASSESSMENT PLAN
Year 10 History
School
_______________________________
Contact Teacher
_______________________________
COHORT/CONTEXT DESCRIPTION
This should describe:

the cohort of students (e.g. student background and learning needs)
LEARNING PROGRAM DESIGN
This should describe:

how the learning program has been designed to engage the range of students in the cohort described above

the intended delivery of the learning program (e.g. students will undertake elements of the program off- campus,
program written for 50 hours delivery time, delivered over ten weeks)

topic choices (e.g. option topics) and give details of negotiated topics
13
GENERAL CAPABILITIES AND CROSS CURRICULUM PRIORITIES
This should explain:

how the learning program provides opportunities for students to develop their general capabilities and develop
understandings of cross curriculum priorities
General Capabilities
Literacy
Numeracy
Comment or description of how capability will be addressed in task(s)
Information and communication
technology (ICT)competence
Critical and creative thinking
Ethical behaviour
Personal and social competence
Intercultural understanding
Cross Curriculum Priorities
Aboriginal or Torres Strait
Islander histories and cultures
Asia and Australia’s engagement
in Asia
Sustainability
Head of Faculty _________________________ Date: _____________________
Consultant _________________________
Approved / Not Approved
Expiry Date _________________________
Accession Number __________
14
Subject: Year 10 History
School:
Contact Teacher:
ASSESSMENT OVERVIEW: Complete the table to demonstrate how the set of assessments addresses each of the eleven assessment design criteria at
least once. ( page 12) NB: 4 OR 5 tasks should be completed by students
Sources
Analysis*
Argumentative
Essay or other
suitable task
requiring
argument*
Investigation*
Task 4
Task 5 (Optional)
Communication
Please add/delete rows as necessary
Reflection
Assessment
Types
Knowledge and
Understanding
Name of Assessment
(as described in the assessment details following)
Inquiry and Analysis
Assessment Design Criteria (Indicate those addressed)
Assessment Details: Please provide details of the assessment tasks students will complete.
Name of
Assessment
(Assessment
type)
Description of Assessment (a description of the flexible, and where appropriate, negotiable ways in which students will
show evidence that demonstrates their learning against the performance standards, including to the highest standard)
Assessment conditions as appropriate (e.g. task
type, word length, time allocated, supervision)
PERFORMANCE STANDARDS FOR YEAR 10 HISTORY
Knowledge and Understanding
Inquiry and Analysis
Reflection
Communication
1. Perceptive identification and evaluation of
complex and divergent perspectives of people
from the past
2. Perceptive identification and evaluation of
complex and divergent historical interpretations,
including their own.
3. Insightful reflection on the relative importance
of individuals, events, ideas or phenomena
1.Considered identification and analysis of
divergent perspectives of people from the past
2. Considered identification and analysis of
divergent historical interpretations, including
their own
3. Considered reflection on the relative importance
of individuals, events, ideas or phenomena
1.Well-structured and coherent
communication of well-informed and
relevant historical texts (including
argument) in written, oral and multi-modal
modes.
2.Consistent, clear and appropriate use of
subject specific language and conventions.
A
1.Comprehensive discussion and sequencing of key
events and actions to explain complex historical
patterns
2.Insightful explanation of the ways beliefs, values and
context affected the actions of people in the past
3.Skillful identification, explanation and application of
historical terms and concepts.
1. Perceptive development and application of
questions to guide historical inquiry.
2. Astute identification and selection of a
range of relevant sources
3. Skillful analysis, evaluation and use of wellchosen sources for use as evidence in
historical texts.
B
1.Considered discussion and sequencing of key events
and actions to explain historical patterns
2.Considered explanation of the ways beliefs, values
and context affected the actions of people in the
past
3.Informed identification, explanation and application
of historical terms and concepts.
1. Considered development and application
of questions to guide historical inquiry.
2. Considered identification and selection of
a range of relevant sources
3. Considered analysis, evaluation and use of
well-chosen sources as evidence in
historical texts.
C
1.Competent discussion and sequencing of events and
actions to explain historical patterns.
2.Competent explanation of the ways beliefs and
values, or context affected the actions of people in
the past
3.Competent/some identification, explanation and
application of historical terms and concepts.
1. Competent development and application
of questions to guide historical inquiry.
2. Identification and selection of some
relevant sources
3. Competent/some analysis and use of
sources as evidence in historical texts.
1. Identification and some analysis of perspectives
of people from the past.
2. Identification and some analysis of historical
interpretations and some development of their
own
3. Competent/some reflection on the importance
of individuals, events, ideas or phenomena
1.Generally coherent communication of
historical texts (including argument) in
written, oral and multi-modal modes.
2.Mostly appropriate use of subject specific
language and conventions.
D
1.Reference to events and action in history
2.Recognition and basic understanding of some of the
beliefs, values and context of people in the past
3.Limited awareness and use of historical terms and
concepts.
1. Limited development and application of
questions to guide historical inquiry.
2. Limited identification and use of sources
3. Limited use of sources as evidence in
historical texts.
1. Limited recognition and description of
perspectives of people from the past.
2. Limited description of historical interpretations
3. Limited awareness of some important
individuals, events, ideas or phenomena
1.Limited communication of historical texts
(including aspects of an argument) in
written, oral and multi-modal modes.
2.Some appropriate use of subject specific
language and conventions, with
inaccuracies
E
1.Minimal reference to some events and actions with
inaccuracies
2.Emerging awareness of the beliefs values and
context of people in the past.
3.Some descriptions of historical information
1. Minimal development and application of
question/s to guide historical inquiry.
2. Minimal use of sources
3. Minimal reference to sources in simple
historical texts.
1. Emerging awareness of perspectives of people
from the past
2. Emerging awareness of historical interpretations
3. Emerging awareness of one or more important
individuals, events, ideas or phenomena
1.Minimal communication of historical texts
(including a few aspects of argument) in
written, oral and multi-modal modes.
2.Minimal use of any subject specific
language and conventions.
1.Structured and mostly coherent
communication of informed and relevant
historical texts (including argument) in
written, oral and multi-modal modes.
2.Clear and appropriate use of subject
specific language and conventions.