TeaCheese Achievement Standards Content Descriptors Blog About
Descriptors›Humanities and Social Sciences›Year 8›Skills›Communicating›AC9HH8S08
AC9HH8S08: Year 8 Humanities and Social Sciences Content Descriptor – Communicating
AC9HH8S08 Year 8 Humanities and Social Sciences

AC9HH8S08 – Year 8 Humanities and Social Sciences: Communicating

Strand
Skills
Substrand
Communicating

This Content Descriptor from Year 8 Humanities and Social Sciences provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

create descriptions, explanations and historical arguments, using historical knowledge, concepts and terms that reference evidence from sources

Elaborations

  • • communicating explanations or analysis using structural elements for effect; for example, an introduction that outlines an argument and a conclusion that summarises and restates the argument
  • • presenting findings or historical knowledge in range of formats, such as a podcast, an oral presentation or an essay, appropriate to audience and purpose with reference to evidence
  • • developing descriptions and explanations, applying historical terms and concepts in their appropriate historical context

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 8 ASHAHISY8
Year 8 Humanities and Social Sciences Achievement Standard
By the end of Year 8, students describe the historical significance of the periods between the ancient and modern past. They explain the causes and effects of events, developments, turning points or challenges in Medieval, Renaissance or pre-modern Europe, or in the societies connected to the empires or expansions, or the societies of the Asia-Pacific world during these periods. They describe the social, religious, cultural, economic, environmental and/or political aspects related to the changes and continuities in a society or a historical period. Students describe the role of significant individuals, groups and institutions connected to the societies of these periods and their influences on historical events. Students develop questions about the past to inform historical inquiry. They locate and identify a range of primary and secondary sources as evidence in historical inquiry. They describe the origin, content and context of sources and explain the purpose of primary and secondary sources. Students compare sources to explain the accuracy, usefulness and reliability of sources as evidence. They sequence events and developments to explain causes and effects, and patterns of continuity and change across societies and time periods. They describe perspectives, attitudes and values of the past, and suggest reasons for different points of view. They explain historical interpretations about significant events and people. Students use historical knowledge, concepts, terms and references to evidence from sources to create descriptions, explanations and historical arguments.