Work samples

This portfolio of student work shows that the student can refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time (WS1, WS2, WS3, WS4, WS5, WS6, WS7, WS8, WS9). The student analyses the causes and effects of events and developments and explains their relative importance (WS1, WS3, WS8, WS9). The student explains the context for people’s actions in the past (WS1, WS3, WS4, WS5, WS6, WS9). The student explains the significance of events and developments from a range of perspectives (WS1, WS4, WS6, WS8). The student explains different interpretations of the past and recognises the evidence used to support these interpretations (WS1, WS4, WS7).

The student sequences events and developments within a chronological framework, and identifies relationships between events across different places and periods of time (WS1, WS2, WS3, WS5, WS7, WS8, WS9). When researching, the student develops, evaluates and modifies questions to frame a historical inquiry (WS2, WS3, WS7). The student processes, analyses and synthesises information from a range of primary and secondary sources and uses it as evidence to answer inquiry questions (WS1, WS2, WS3, WS7). The student analyses sources to identify motivations, values and attitudes (WS4, WS6). When evaluating these sources, the student analyses and draws conclusions about their usefulness, taking into account their origin, purpose and context (WS4, WS6). The student develops and justifies personal interpretations about the past (WS1, WS3, WS6). The student develops texts, particularly explanations and discussions, incorporating historical argument (WS1, WS2, WS3, WS5, WS6, WS8, WS9). In developing these texts and organising and presenting the arguments, the student uses historical terms and concepts, evidence identified in sources, and references these sources (WS1, WS2, WS3, WS4, WS5, WS6, WS7, WS8, WS9).