|HD 21.5 – 25
|D 19 – 21
|C 16.5 – 18.5
|P 12.5 – 16
|F 0 – 12
|Describes post-colonisation practices, policies and legislation relating to Indigenous people from 1770 to 1970.
|Presents a detailed chronology that examines evolution in ideas and their application in policy and practice.
|Presents important appropriate information for each stage, such as ideas of race and Social Darwinism. Explains the way that these ideas informed the objectives and practices of each historical stage. Explains the connections between these ideas and each stage, and how these ideas evolved over time.
|Presents more detailed information that includes the timeframe, driving legislation and/or policy, the main objectives and key actions of each stage. Outlines the connections between each stage.
|Explores 2 stages. Each topic contains a definition and an explanation. Presents broad and relevant content. Includes chronological connections between each stage.
|Explores fewer than 2 stages or explores different stages to those requested without justification. Definitions or explanations are missing. Presents irrelevant or inaccurate ideas.
|Explains impacts of post-colonisation practices, policies and legislation on Indigenous peoples and cultures..
|In addition to Distinction criteria:
Provides a supporting example for each stage drawn from an identified language group that demonstrates how specific legislation, policy or practice caused that impact.
|Provides detailed explanations for 2 or more impact of specific legislation, policy or practice on Indigenous peoples and cultures for each era
|Provides a detailed explanation of more than 1 impact of specific legislation, policy or practice on Indigenous peoples and cultures for each stage.
|Describes at least 1 impact on Indigenous people and cultures for each stage in broad and general terms.
|Does not describe at least 1 impact for each stage or there are inaccuracies or misunderstandings.
|Explains Indigenous reactions and resistance to post-colonisation practices, policies and legislation.
|In addition to Distinction criteria:
Presents a shared history by providing a detailed explanation of non-Indigenous practices, policies and legislation and Indigenous reactions and resistance.
|In addition to Credit criteria:
Provides a supporting example for each stage drawn from an identified language group that demonstrates an instance of reaction and/or resistance to specific legislation, policy or practice.
|Provides an explanation of Indigenous reactions and resistance for each era and links Indigenous responses to specific practices, policies and legislation.
|Describes Indigenous reactions and resistance for each stage in broad and general terms.
|Does not include Indigenous reactions and resistance in each stage or presents inaccuracies or misunderstandings.
|Explores Indigenous Australian cultural diversity among language groups and over time.
|Presents Indigenous Australian cultural diversity as the norm and recognises the specific cultural and historical circumstances of included content.
|At least one stage contains 2 contrasted examples drawn from 2 language groups.
|The collection of included examples shows cultural diversity among language groups and diversity over time.
|Includes broad and general statements about cultural diversity among language groups and over time.
|Does not include or explore cultural diversity; omits either diversity among language groups or diversity over time.
|Selects and uses appropriate terminology and respectful language.
|All language and terminology uses are appropriate and informed.
|Language and terminology choices allow for diversity and do not ‘generalise’ Indigenous people or cultures.
|Accompanies any racial or historical terms used with an explanation. There are no errors relating to writing and references.
|Avoids common terminology issues. Uses appropriate non-racial terms to describe groups of people.
|Common terminology issues are evident, such as non-capitalisation, use of inappropriate words without context or explanation (e.g. half-caste, native, tribe), interchangeable use of Indigenous and Aboriginal, use of words such as ‘they’, ‘we’, ‘our’, ‘their’, other issues.
|Fulfils the technical aspects of the task.
|Writing shows control and skilful construction of expression to convey specific understandings. Seamlessly integrates citations and referencing into the writing.
|Written expression and referencing show clear organisation. Uses a variety of techniques to incorporate source material and citations.
|There are no errors relating to writing and references. Uses formal written expression consistently without errors. There are no imprecise or unsupported statements or generalisations. Uses the APA reference system without error.
|There are few errors. Uses formal written expression with fewer than 6 instances of slang, contractions, spelling, punctuation or grammatical errors. Uses full sentences consistently. Identifies and explores one idea per paragraph. Links paragraphs using effective methods. Content is accurate and supported; there are fewer than 3 instances of unsupported assertions and/or inaccuracies. At least 6 required readings and 2 self-located readings are
|There are serious errors. Informal or inappropriate written expression is evident and there are more than 6 instances of slang, contractions, spelling, punctuation or grammatical errors. Uses phrases or run-on sentences habitually. Paragraphs are unfocused, too long or too short, or links between paragraphs are undeveloped. Content is not supported; there are more than three instances of unsupported assertions and/or inaccuracies. Cites and references fewer than 6