Year 10 HASS — AC v9

Achievement standard (what coverage means)

• •Students evaluate strategies to address a geographical phenomenon or challenge, using environmental, social and economic criteria.
• •Students explain the role of significant ideas, individuals, groups and institutions connected to the developments of this period and their influences on Australian and global history.
• •They explain the causes and effects of events, developments, turning points or movements in 20th century Australia and internationally, leading up to and through World War II, and the post-war world.
• •By the end of Year 10, students analyse how economic indicators influence Australian Government decision-making.
• •By the end of Year 10, students compare the key features and values of Australia’s system of government to those of another system of government.
• •They evaluate perspectives of significant events and developments, and explain the important factors that influence these perspectives.
• •They sequence events and developments to analyse cause and effect, and patterns of continuity and change, connected to a period, event or movement.
• •They develop an evidence-based response to an economic and business issue.
• •They collect, represent and compare relevant and reliable geographical data and information by using a range of primary research methods and secondary research materials, using appropriate formats.
• •They develop and evaluate strategies using criteria, recommend a strategy and explain the predicted impacts.
• •By the end of Year 10, students explain the historical significance of the period between 1918 and the early 21st century.
• •Students analyse factors that influence major consumer and financial decisions, and explain the short- and long-term effects of these decisions.
• •Students develop and modify a range of questions about the past to inform historical inquiry.
• •Students use historical knowledge, concepts and terms to develop descriptions, explanations and historical arguments that synthesise evidence from sources.
• •They draw evidence-based conclusions, based on relevant data and information, about the impact of the geographical phenomenon or challenge.
• •They analyse changes that result from these interconnections and their consequences.
• •They evaluate the implications of a distribution.
• •They interpret and analyse data and information to make generalisations and predictions, explain significant patterns and trends, and infer relationships.
• •By the end of Year 10, students explain how the interactions of people and environmental processes at different scales change the characteristics of places.
• •They evaluate a response, using appropriate criteria to decide on a course of action.
• •Students develop and modify a range of questions to investigate an economic and business issue.
• •Students use geographical knowledge, concepts, terms and digital tools as appropriate to develop descriptions, explanations and responses that synthesise research findings.
• •Students use civics and citizenship knowledge, concepts and terms to develop descriptions, explanations and arguments that synthesise evidence from sources.
• •They describe social, cultural, economic and/or political aspects, including international developments, related to the changes and continuities in Australian society over this historical period.
• •They explain ways that government intervenes to improve economic performance and living standards.
• •They explain how Australia’s international legal obligations influence the law and government policy.
• •Students develop and refine a range of questions and locate, select and compare relevant and reliable information from a range of sources to investigate political and legal systems, and contemporary civic issues.
• •They explain the role of the High Court of Australia.
• •Students develop a range of relevant questions about a geographical phenomenon or challenge.
• •They locate, select and analyse relevant and reliable information and data from a range of sources.
• •They describe the Australian Government’s role and responsibilities at a regional and global level.
• •They evaluate and compare the methods or strategies related to civic participation or action.
• •They locate, select and compare a range of primary and secondary sources and synthesise the information in sources to use as evidence in historical inquiry.
• •Students use economic and business knowledge, concepts and terms to develop descriptions, explanations and reasoned arguments that synthesise research findings.
• •They interpret and analyse information and data to evaluate trends and economic cause-and-effect relationships, and make predictions about consumer and financial impacts.
• •They analyse the origin, content, context and purpose of primary and secondary sources.
• •They explain the effects of human activity on environments, and the effect of environments on human activity, over time.
• •They identify and explain challenges to a resilient democracy and a cohesive society in Australia.
• •They compare and evaluate different and contested historical interpretations.
• •They evaluate the extent of interconnections occurring between people and places and environments.
• •Students evaluate the accuracy, usefulness and reliability of sources as evidence.
• •They explain the importance of Australia’s superannuation system and its effect on consumer and financial decision-making.
• •They analyse information to evaluate perspectives and challenges related to political, legal or civic issues.
• •They explain processes that businesses use to manage the workforce and improve productivity.