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WS01 - Significant groups (the Vikings) in an expansion

Humanities and Social Sciences, History, Year 8

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 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.

Knowledge and understanding | Empires and expansions

AC9HH8K09

the experiences and perspectives of rulers and of subject peoples, and how the interaction between power and/or authority relates to the empire and/or expansion

Knowledge and understanding | Empires and expansions

AC9HH8K10

the role and achievements of a significant individual and/or group connected to the empire and/or expansion

Knowledge and understanding | Empires and expansions

AC9HH8K11

interpretations about the society and events, and/or individuals and/or groups connected to the empire and/or expansion

Skills | Questioning and researching

AC9HH8S01

develop historical questions about the past to inform historical inquiry

Skills | Questioning and researching

AC9HH8S02

locate and identify primary and secondary sources to use in historical inquiry

Skills | Using historical sources

AC9HH8S03

identify the origin, content, context and purpose of primary and secondary sources

Skills | Using historical sources

AC9HH8S04

identify and describe the accuracy and usefulness of primary and secondary sources as evidence

Skills | Historical perspectives and interpretations

AC9HH8S06

identify perspectives, attitudes and values of the past in sources

Skills | Historical perspectives and interpretations

AC9HH8S07

explain historical interpretations about significant events, individuals and groups

Skills | Communicating

AC9HH8S08

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

Annotations

 

1. Identifies the cultural significance of historical artefacts. 

 

2. Identifies relevant information from a selected source. 

 

3. Makes a judgement based on other evidence about the reliability of a source. 

 

4. Uses sources to describe the experiences and perspectives of subject peoples impacted by Viking expansion (raids). 

 

5. Identifies the value of a source. 

 

6. Analyses the perspective of a source, identifying motivations for the view expressed. 

 

7. Poses questions about the content, nature and purpose of a source. 

 

8. Explains how a source could be used by historians to understand the past. 

 

9. Uses subject-specific language, such as secondary source and historians.  

 

10. Uses subject-specific knowledge to create an explanation.