Year 7 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 7 Australian Curriculum
achievement standard represents a C standard — a sound level of knowledge and understanding of the content, and application of skills.
Year 7 Australian Curriculum: History achievement standard
By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They
describe events and developments from the perspective of different people who lived at the time. Students explain the role of groups and the significance of
particular individuals in society. They identify past events and developments that have been interpreted in different ways.
Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When researching,
students develop questions to frame an historical inquiry. They identify and select a range of sources and locate, compare and use information to answer inquiry
questions. They examine sources to explain points of view. When interpreting sources, they identify their origin and purpose. Students develop texts, particularly
descriptions and explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts, incorporate relevant
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#level7
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 7 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:
suggestion and
explanation of reasons for
change and continuity over
time
suggestion and description
of reasons for change and
continuity over time
suggestion of reasons for
change and continuity
over time
suggestion of aspects of
reasons for change and
continuity over time
statements about change
and continuity over time
comprehensive
descriptions of:
 the effects of change on
societies, individuals and
groups
 events and
developments from the
perspective of different
people who live at the
time
detailed descriptions of:
descriptions of:
identification of:
statements about:
 the effects of change on
 the effects of change on
 the effects of change on
 change on societies,
societies, individuals and
groups
 events and
developments from the
perspective of different
people who live at the
time
societies, individuals
and groups
 events and
developments from the
perspective of different
people who lived at the
time
societies, individuals
and groups
 events and
developments from the
perspective of different
people who lived at the
time
comprehensive
explanation of the role of
groups and the
significance of particular
individuals in society
detailed explanation of the
role of groups and the
significance of particular
individuals in society
explanation of the role of
groups and the
significance of particular
individuals in society
description of the role of
groups and the
significance of particular
individuals in society
statements about the role
of groups and individuals
identification and
explanation of past events
and developments that
have been interpreted in
different ways
identification and
description of past events
and developments that
have been interpreted in
different ways
identification of past
events and developments
that have been interpreted
in different ways
identification of aspects of
past events and
developments that have
been interpreted in
different ways
statements about past
events and developments
Year 7 standard elaborations — Australian Curriculum: History
REVISED DRAFT
individuals and groups
 events and
developments from
people who lived at the
time
Queensland Curriculum & Assessment Authority
February 2015
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A
B
C
D
E
Key
Questioning and
researching
Analysing and
interpreting
Communicating
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
identification and selection
of a range of sources and
the location, comparison
and discerning use of
information to effectively
answer inquiry questions
identification and selection
of a range of sources and
the location, comparison
and informed use of
information to effectively
answer inquiry questions
identification and selection
of a range of sources and
location, comparison and
use of information to
answer inquiry questions
identification of a range of
sources and the location,
comparison and use of
aspects of information to
answer aspects of inquiry
questions
use of sources and use of
aspects of information to
answer aspects of inquiry
questions
examination of sources to
provide comprehensive
explanation of points of
view
examination of sources to
provide detailed
explanation of points of
view
examination of sources to
explain points of view
examination of sources to
describe points of view
identification of sources to
identify points of view
discerning interpretation of
sources including
explanation of origin and
purpose
informed interpretation of
sources including
description of origin and
purpose
interpretation of sources
including identification of
origin and purpose
interpretation of aspects of
sources including
identification of aspects of
origin and purpose
statements about sources
including identification of
aspects of origin and
purpose
accurate and detailed
sequencing of events and
developments within a
chronological framework,
discerning use of dating
conventions to represent
and measure time.
detailed sequencing of
events and developments
within a chronological
framework, informed
use of dating conventions
to represent and measure
time.
sequencing of events and
developments within a
chronological framework,
using dating conventions
to represent and measure
time.
partial sequencing of
events and developments
within a chronological
framework, using
aspects of dating
conventions to represent
and measure time.
fragmented sequencing of
events and developments
and statements about
dating conventions.
Shading emphasises the key aspects of the achievement standard and qualities that discriminate between the A–E descriptors. Key terms are described overleaf.
Year 7 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 7 History SEs
The following terms are used in the Year 7 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
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
conventions
accepted style for acknowledging sources
description;
describe
give an account of characteristics or features
Year 7 standard elaborations — Australian Curriculum: History
REVISED DRAFT
Queensland Curriculum & Assessment Authority
February 2015
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Term
Description
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
effective;
effectively
meeting the assigned purpose in a way that produces a desired or intended result
examination;
examine
determine the nature of conditions of
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
location;
locate
act or process of finding or obtaining, usually in reference to research or working
with information sources
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 7 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
purposeful
intentional; done by design; focused and clearly linked to the goals of the task
range
covers the scope of relevant situations or elements
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
suggestion;
suggest
put forward for consideration
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 7 standard elaborations — Australian Curriculum: History
REVISED DRAFT
Queensland Curriculum & Assessment Authority
February 2015
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