Standards and progression point examples

History Progressing towards Level 3

In History, reporting of student achievement commences at Level 3. The content descriptions and achievement standards for levels Foundation, 1 and 2 provide knowledge, understandings and skills that will assist students to work towards the achievement at Level 3
History Level 2 Achievement Standard Progression Point 2.5 At 2.5, a student progressing towards the standard at Level 3 may, for example: By the end of Level 2, students analyse aspects of daily life to identify how some have changed over recent time while others have remained the same. They describe a person, site or event of significance in the local community. Students sequence events in order, using a range of terms related to time. They pose questions about the past and use sources provided (physical, visual, oral) to answer these questions. They compare objects from the past and present. Students develop a narrative about the past using a range of texts. explain aspects of change over time in the local community, for example; shops, schools, housing, transport or sports venues describe the influence of an individual or group from the past, for example; a particular community group or local identity describe event(s) which have significance for Australians today, for example; the commemoration of Anzac Day or the celebration of Australia Day sequence events and dates accurately on a timeline, for example; a timeline of key milestones in their local council, shire or regional area or state pose questions about sources such as photographs, buildings or artefacts. For example: Who wrote/produced this? When? Why? What features does it have? What does it say? How is it the same or different from other sources? By the end of Level 3, students explain how communities changed in the past. They describe the experiences of an individual or group. They identify events and aspects of the past that have significance in the present. Students sequence events and people (their lifetime) in chronological order, with reference to key dates. They pose questions about the past and locate information from sources (written, physical, visual, oral) to answer these questions. Students develop texts, including narratives, using terms denoting time. History Level 3 Achievement Standard

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Standards and progression point examples

History Progressing towards Level 4
History Level 3 Achievement Standard Progression Point 3.5 At 3.5, a student progressing towards the standard at Level 4 may, for example: By the end of Level 3, students explain how communities changed in the past. They describe the experiences of an individual or group. They identify events and aspects of the past that have significance in the present. Students sequence events and people (their lifetime) in chronological order, with reference to key dates. They pose questions about the past and locate information from sources (written, physical, visual, oral) to answer these questions. Students develop texts, including narratives, using terms denoting time. explain aspects of life in the past and some key changes, for example; Koorie language groups, kinship and special places in the local area describe of the experiences of people in the past and the impact of those experiences, for example; mapping the journeys of some explorers in the Asian region and describing some effects of their exploration such as trade, settlement and contact with other peoples develop a timeline which shows important dates, for example;, a timeline of key explorers who visited Australia ask and respond to questions about sources, for example; photographs, maps, artefacts recognise different points of view, for example; the settlement of Australia from the point of view of Aborigines and Europeans. By the end of Level 4, students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences of an individual or group over time. They recognise the significance of events in bringing about change. Students sequence events and people (their lifetime) in chronological order to identify key dates. They pose a range of questions about the past. They identify sources (written, physical, visual, oral), and locate information to answer these questions. They recognise different points of view. Students develop and present texts, including narratives, using historical terms. History Level 4 Achievement Standard

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Standards and progression point examples

History Progressing towards Level 5
History Level 4 Achievement Standard Progression Point 4.5 At 4.5, a student progressing towards the standard at Level 5 may, for example: By the end of Level 4, students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences of an individual or group over time. They recognise the significance of events in bringing about change. Students sequence events and people (their lifetime) in chronological order to identify key dates. They pose a range of questions about the past. They identify sources (written, physical, visual, oral), and locate information to answer these questions. They recognise different points of view. Students develop and present texts, including narratives, using historical terms. identify the reasons for particular events, for example; the settlement of the Port Phillip district, Moreton Bay or Port Arthur and the effects on Aboriginal inhabitants describe the daily lives of people of the past, for example;, the housing, work, leisure, education of governors, convicts, free settlers, farmers or children describe a significant event and the role of particular people, for example; the roles of John Batman and John Pascoe Fawkner in the settlement of Melbourne. develop questions which might be asked about, for example; daily life on the goldfields and suggest types of sources which might be used to answer their questions. record information from a range of sources, for example diaries and letters which provide views of settlers; paintings and drawings of the goldfields to describe daily life in a colony. By the end of Level 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change. Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts. History Level 5 Achievement Standard

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Standards and progression point examples

History Progressing towards Level 6
History Level 5 Achievement Standard Progression Point 5.5 At 5.5, a student progressing towards the standard at Level 6 may, for example: By the end of Level 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change. Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts. describe change and continuity in relation to events, for example; how Australians were ruled from colonial government to federal government compare experiences of people in the new nation, for example; the rights of Aboriginal people, women and workers at Federation and in the first decades of the twentieth century. development of timelines which show for example; the events leading to federation of the Australian colonies. develop inquiry questions about a particular event and its influence on migration to Australia in the 20th century, for example; World War II, the Vietnam War, the War in Sudan, military rule in Argentina, the Indonesian occupation of East Timor. identify useful sources such as statistics, first person accounts, newspaper articles, photographs to answer questions about for example migration to Australia describe points of view presented in sources for example; first-person accounts of reasons for migration. By the end of Level 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the past. They explain the significance of an individual and group. Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describe points of view. Students develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources. History Level 6 Achievement Standard

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Standards and progression point examples

History Progressing towards Level 7
History Level 6 Achievement Standard Progression Point 6.5 At 6.5, a student progressing towards the standard at Level 7 may, for example: By the end of Level 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the past. They explain the significance of an individual and group. Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describe points of view. Students develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources. identify possible reasons for change over time, for example; the migration of Homo sapiens from Africa to other parts of the world describe particular events, for example, the Persian Wars, from the point of view of the Athenians and the Persians explain the roles and rights of groups and individuals, such as citizens, women, slaves, Pericles in Athenian society identify aspects of the past that have been interpreted in different ways, for example alternative explanations about the building of the pyramids at Giza develop timelines which correctly record time spans in ancient history, for example; use of scale and terms BC, BCE, AD, CE develop inquiry questions related to an area of inquiry for example, daily life, religion, warfare, trade, funerary customs identify a range of sources to pursue an inquiry; for example, the physical remains of the Colosseum, gladiatorial equipment, Roman mosaics identify points of view in sources and explain possible reasons for differences and similarities identify the origin and purpose of sources, for example; Where does it come from? When? Who produced it? What is its purpose/ message? What does it suggest about the time it comes from? Was it produced at the time or later? By the end of Level 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. History Level 7 Achievement Standard

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Standards and progression point examples

History Progressing towards Level 8
History Level 7 Achievement Standard Progression Point 7.5 At 7.5, a student progressing towards the standard at Level 8 may, for example: By the end of Level 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. identify patterns of change over periods of time, for example the spread of Christianity after the Roman Empire or the spread of Islam at the end of the seventh century. explain causes and effects of events and the motives of people, for example; reasons for the Crusades; the effects of the Crusades such as trade, the rise of the merchant class, new ideas in medicine, mathematics and astronomy and changing relationships between Islam and Europe. explain the contributions/achievements of significant individuals such as Richard the Lionheart, Pope Urban 11 or Saladin. describe events that have been interpreted differently, for example; origins of Polynesians and their migration across the Pacific. analyse, select and organise information from sources; for example designing a table to list sources and aspects of the inquiry about which students provide information and evidence. explain points of view expressed in sources, for example by identifying the origin, purpose and what the source says about the past compared with other sources. distinguish between fact and opinion, for example; an event for which there is strong evidence compared to an event for which the evidence is inconclusive. By the end of Level 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. History Level 8 Achievement Standard

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Standards and progression point examples

History Progressing towards Level 9
History Level 8 Achievement Standard Progression Point 8.5 At 8.5, a student progressing towards the standard at Level 9 may, for example: By the end of Level 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. explain key patterns of change and continuity over time for example; the impact of changes in technology during the Industrial Revolution that led to the development of cities and the factory system analyse causes and effects of events such as the events contributing to the Federation of the Australian colonies and the effects of Federation on the rights of various groups of Australians explain the motives and actions of people, for example Henry Parkes, Louisa Lawson, Alfred Deakin and Edmund Bartons roles in the Federation movement. explain the significance of events within the particular historical context and over the long term for example; the importance of the Gallipoli campaign at the time and today. sequence events within a chronological framework with reference to particular developments such as an annotated timeline which relates movements of people including slaves, convicts and free settlers design questions or hypotheses to frame an inquiry about a particular event, person or development analyse and record information from sources which provide evidence to answer particular inquiry questions analyse a range of sources by developing a table to record author, purpose, content, point of view, opinion and fact, and usefulness in providing evidence to support an historical interpretation. For example; the attitudes of cartoonists, commentators or particular colonial leaders about the advantages and disadvantages of Federation. By the end of Level 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past. Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame an historical inquiry. They interpret process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts, and organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources. History Level 9 Achievement Standard

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Standards and progression point examples

History Progressing towards Level 10
History Level 9 Achievement Standard Progression Point 9.5 At 9.5, a student progressing towards the standard at Level 10 may, for example: By the end of Level 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past. Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame an historical inquiry. They interpret process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts, and organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources. explain change and continuity over time, for example; the pattern of global conflict in the post-World War I world. analyse the causes of events such as the importance of contributing factors to the outbreak of World War II in Europe and the Pacific. explain the reasons for particular actions taken by people such as Vietnamese migrants to Australia in the context of Australias involvement in the Vietnam War. place events in an annotated chronological sequence which shows the relationships between events in different places for example; the influence of the UN Declaration on Human Rights or the US Civil Rights and Black Power movements on civil rights for Aboriginal and Torres Strait Islander peoples. develop inquiry questions and review and modify them on the basis of available sources during the course of an inquiry. analyse and organise evidence to answer particular inquiry questions from a range of primary and secondary sources for example; develop a data sheet which records sources and evidence for answering particular questions. analyse sources and interpretations of events from the past in terms of origin, purpose, point of view and usefulness in developing historical explanations, for example; analyse sources on the Franklin River Dam dispute from the point of view of the Tasmanian Hydroelectric Commission, the conservationists, the Federal government, the High Court. By the end of Level 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 peoples 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. History Level 10 Achievement Standard

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Standards and progression point examples

History Progressing beyond Level 10
History Level 10 Achievement Standard Progression Point 10.5 At 10.5, a student progressing beyond the standard at Level 10 may, for example: By the end of Level 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 peoples 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. analyse patterns of change and continuity, for example; the ideological conflicts which shaped the world in the 20th century: communism, fascism, capitalism, nationalism. evaluate the relative importance of causes and effects of events for example the war in the Pacific and combining historical data from a range of sources to explain the effects on the peoples in the Pacific. analyse the context, perspectives and significance of particular events, for example; the context, the justification for and the significance of the dropping of the atom bomb on Hiroshima. analyse interpretations of events and the evidence for them such as the significance of Kokoda to the Anzac legend. identify and interrogate a range of sources about events, for example the importance of the fall of Singapore using the accounts of prisoners of war, the Japanese, military commanders, politicians, British sources and Singaporeans. locate a range of types of evidence from sources to support an historical argument; for example; statistical data, election results, parliamentary speeches, newspaper reports and photographs relating to contests over the environment since the 1960s.

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