Year 7 HASS standard elaborations A B C D E The folio of a student’s work has the following characteristics: Knowledge and understanding thorough explanation of the role of groups and the significance of particular individuals in past societies informed explanation of the role of groups and the significance of particular individuals in past societies explanation of the role of groups and the significance of particular individuals in past societies identification of aspects of the role of groups and the significance of particular individuals in past societies statements about the role of groups and the significance of particular individuals in past societies considered suggestion of reasons for continuity and change over time informed suggestion of reasons for continuity and change over time suggestion of reasons for continuity and change over time guided suggestion of reasons for continuity and change over time directed suggestion of reasons for continuity and change over time thorough description of: the effects of change on societies, individuals and groups events and developments from the perspective of people who lived at the time detailed description of: the effects of change on societies, individuals and groups events and developments from the perspective of people who lived at the time description of: the effects of change on societies, individuals and groups events and developments from the perspective of people who lived at the time partial description of: the effects of change in societies, individuals and groups events and developments from the perspective of people who lived at the time statements about: the effects of change in societies, individuals and groups events and developments from the perspective of people who lived at the time clear and considered identification of past events and developments that have been interpreted in different ways effective identification 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 partial identification of past events and developments that have been interpreted in different ways statements about past events and developments that have been interpreted in different ways thorough description of geographical processes that influence the characteristics of places detailed description of geographical processes that influence the characteristics of places description of geographical processes that influence the characteristics of places partial description of geographical processes that influence the characteristics of places fragmented description of geographical processes that influence the characteristics of places
Knowledge and understanding reasoned identification of: why individuals choose to work the various sources of income that exist informed identification of: why individuals choose to work the various sources of income that exist identification of: why individuals choose to work the various sources of income that exist partial identification of: why individuals choose to work the various sources of income that exist statements about: why individuals choose to work sources of income that exist considered recognition that people have different perceptions of places, events and issues thorough explanation of how this and other factors influence views on how to respond to an informed recognition that people have different perceptions of places, events and issues informed explanation of how this and other factors influence views on how to respond to an recognition that people have different perceptions of places, events and issues explanation of how this and other factors influence views on how to respond to an issue or challenge guided recognition that people have different perceptions of places, events and issues partial explanation of how this and other factors influence views on how to respond to an issue or challenge directed recognition that people have different perceptions of places, events and issues fragmented explanation of how this and other factors influence views on how to respond to an issue or challenge Inquiry and skills clear and informed formulation of significant questions and propositions to guide investigations informed formulation of significant questions and propositions to guide investigations formulation of significant questions and propositions to guide investigations guided formulation of questions and propositions to guide investigations use of directed questions and propositions to guide investigations location and considered collection of useful data, information and evidence from a range of primary and secondary sources location and informed collection of useful data, information and evidence from a range of primary and secondary sources location and collection of useful data, information and evidence from a range of primary and secondary sources location and partial collection of useful data, information and evidence from a range of primary and secondary sources location and fragmented collection of useful data, information and evidence from a range of primary and secondary sources thorough examination of sources to: determine their origin, purpose and reliability identify past and present values and perspectives informed examination of sources to: determine their origin, purpose and reliability identify past and present values and perspectives examination of sources to: determine their origin, purpose and reliability identify past and present values and perspectives partial examination of sources to: determine their origin, purpose and reliability identify past and present values and perspectives fragmented examination of sources to: determine their origin, purpose and reliability identify past and present values and perspectives
Inquiry and skills interpretation and analysis of data to propose thorough explanations for distributions, patterns, trends and relationships evaluation and synthesis of evidence to draw reasoned conclusions interpretation and analysis of data to propose informed explanations for distributions, patterns, trends and relationships evaluation and synthesis of evidence to draw informed conclusions interpretation and analysis of data to propose simple explanations for distributions, patterns, trends and relationships evaluation and synthesis of evidence to draw conclusions interpretation and analysis of data to propose partial explanations for distributions, patterns, trends and relationships evaluation and synthesis of evidence to draw partial conclusions make statements about distributions, patterns, trends and relationships evaluation and synthesis of evidence to draw fragmented conclusions purposeful sequencing of events and developments within a chronological framework, using purposeful dating conventions to represent and measure time effective sequencing of events and developments within a chronological framework, using effective 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 guided dating conventions to represent and measure time fragmented sequencing of events and developments within a chronological framework, using directed dating conventions to represent and measure time clear and detailed organisation, categorisation and representation of data in a range of appropriate formats using disciplinespecific conventions detailed organisation, categorisation and representation of data in a range of appropriate formats using disciplinespecific conventions organisation, categorisation and representation of data in a range of appropriate formats using disciplinespecific conventions partial organisation, categorisation and representation of data in a range of appropriate formats using disciplinespecific conventions fragmented organisation, categorisation and representation of data in a range of appropriate formats using disciplinespecific conventions informed decision-making by: collaboration with others to generate plausible alternatives clear and detailed comparison of potential costs and benefits of each development and use of criteria to make a considered judgment informed decision-making by: collaboration with others to generate plausible alternatives detailed comparison of potential costs and benefits of each development and use of criteria to make an informed judgment informed decision-making by: collaboration with others to generate alternatives comparison of potential costs and benefits of each development and use of criteria to make a reasoned judgment decision-making by: collaboration with others to generate alternatives partial comparison of potential costs and benefits of each partial development and use of criteria to make a judgment decision-making by: collaboration with others to make statements about alternatives fragmented comparison of potential costs and benefits of each fragmented development and use of criteria to make a judgment
Inquiry and skills reflection on learning to propose reasoned individual and collective action in response to an issue or challenge, taking account of different factors and multiple perspectives clear and considered prediction of the probable effects of their proposal reflection on learning to propose plausible individual and collective action in response to an issue or challenge, taking account of different factors and multiple perspectives informed prediction of the probable effects of their proposal reflection on learning to propose individual and collective action in response to an issue or challenge, taking account of different factors and multiple perspectives prediction of the probable effects of their proposal guided reflection on learning to propose individual and collective action in response to an issue or challenge, taking into account aspects of different factors and multiple perspectives partial prediction of the probable effects of their proposal directed reflection on learning to propose individual and collective action in response to an issue or challenge statements about the probable effects of their proposal purposeful presentation of ideas, findings, viewpoints, explanations and conclusions in a range of communication forms with considered incorporation of relevant: source materials citations discipline-specific terms conventions and concepts informed presentation of ideas, findings, viewpoints, explanations and conclusions in a range of communication forms that incorporate relevant: source materials citations discipline-specific terms conventions and concepts presentation of ideas, findings, viewpoints, explanations and conclusions in a range of communication forms that incorporate: source materials citations discipline-specific terms conventions and concepts partial presentation of ideas, findings, viewpoints, explanations and conclusions in a range of communication forms that incorporate aspects of: source materials citations discipline-specific terms conventions and concepts fragmented presentation of ideas, findings, viewpoints, explanations and conclusions in a range of communication forms with fragmented use of: source materials citations discipline-specific terms conventions and concepts Key shading emphasises the qualities that discriminate between the A–E descriptors