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It then describes Question 1b as requiring explanation of historical events and relationships through causes and effects, emphasising the need to move beyond source summary with meaningful historical knowledge.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/2021-vce-ancient-history-external-assessment-report-part-1/315256/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/2021-vce-ancient-history-external-assessment-report-part-1/315256.png","ImageObject",300,407,{"name":42,"@type":43},"Chumphorn","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-09-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",12,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the basis and structure of the 2021 VCE Ancient History examination?","Question",{"text":63,"@type":64},"The exam was based on the VCE History Study Design (2016–2021) and was divided into three sections for Egypt, Greece, and Rome. Students selected two civilisations and answered both parts for each selected one.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were Question 1a answers expected to be built?",{"text":68,"@type":64},"Question 1a required students to “outline” by giving an overview of main features from the provided source. Using information directly from the source and making clear links to it was the clearest approach.",{"name":70,"@type":61,"acceptedAnswer":71},"What distinguished high-scoring responses in Question 1b?",{"text":72,"@type":64},"Question 1b asked students to explain historical causes and effects, starting from provided sources but developing beyond them with additional historical knowledge. Responses that stayed at summarising the source could not achieve full marks.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},315256,1790418298,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":118,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","2021 VCE Ancient History external assessment report  \nGeneral comments  \nThe 2021 VCE Units 3 and 4 Ancient History examination was based on the VCE History Study Design (2016–2021) , which was accredited until 2021.  \nThe 2021 VCE Ancient History examination was divided into three sections on three civilisations, with two parts for each civilisation. Students were required to select two civilisations and answer both parts for each one.  \nSpecific information  \nThis report provides sample answers or an indication of what answers may have included. Unless otherwise stated, these are not intended to be exemplary or complete responses.  \nThe statistics in this report may be subject to rounding resulting in a total more or less than 100 per cent.  \nPart 1  \nQuestion 1a.  \nSection A – Egypt  \n\n| Mark | 0 | 1 | 2 | 3 | 4 | Average |\n| --- | --- | --- | --- | --- | --- | --- |\n| % | 1 | 2 | 12 | 27 | 58 | 3.4 |\n\nSection B – Greece  \n\n| Mark | 0 | 1 | 2 | 3 | 4 | Average |\n| --- | --- | --- | --- | --- | --- | --- |\n| % | 1 | 1 | 9 | 26 | 64 | 3.6 |\n\nSection C – Rome  \n\n| Mark | 0 | 1 | 2 | 3 | 4 | Average |\n| --- | --- | --- | --- | --- | --- | --- |\n| % | 1 | 3 | 16 | 29 | 51 | 3.3 |\n\nQuestion 1a. was a comprehension question and the majority of students achieved full marks for each of the three civilisations.  \nThe question required students to ‘outline’ by giving an overview of the main features from the source (e.g.‘the successes of Thutmosis III’s military campaigns’, ‘how young Spartiates were raised’ or ‘the methods used by Rome to consolidate its power in Latium’) . Students only had to draw on material in the source provided, and quoting directly from the source (or describing specific visual elements) was the clearest way to make links to the source. The question did not ask for any additional knowledge , so including anything outside the source was not required or rewarded (very few students went outside the source in this way) .  \nAlmost all students organised their response into a coherent paragraph and the highest-scoring responses identified at least three distinct points, with each of those points supported by at least one relevant quotation. Responses that scored highly condensed the source around these three points using well-chosen quotations rather than summarising the whole source in the student’s own words.  \nSome students made references to the source but chose elements that tended to reinforce one main point rather than providing a range of separate points. For example, in the Greece question about how young Spartiates were raised, a student might say that ‘boyish training’ was to practise ‘obedience’, which they showed by ‘obeying’ the captain ‘and submitting to his punishments’. Although a range of quotations were provided, they all linked to the one main point – the importance of obedience – rather than a range of points.  \nQuestion 1b.  \nSection A – Egypt  \n\n| Marks | 0 | 1 | 2 | 3 | 4 | 5 | 6 | Average |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| % | 6 | 3 | 15 | 28 | 25 | 16 | 6 | 3.4 |\n\nSection B – Greece  \n\n| Marks | 0 | 1 | 2 | 3 | 4 | 5 | 6 | Average |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| % | 1 | 1 | 4 | 33 | 34 | 19 | 10 | 4.0 |\n\nSection C – Rome  \n\n| Marks | 0 | 1 | 2 | 3 | 4 | 5 | 6 | Average |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| % | 2 | 2 | 10 | 34 | 28 | 19 | 6 | 3.7 |\n\nIn Question 1b. , students were required to explain some historical event or situation, using the sources provided as the starting point but then developing beyond the sources with additional knowledge. The question required a detailed account of the causes and effects and their relationship (i.e. presenting reasons why things happened the way they did and what the outcomes of these things were) .  \nStudents tended to answer this question as if it were an ‘outline’ question. They showed comprehension of the source but often relied on just summarising the information. It ma","cbCaiqIH6801mn4J","https://ap.wps.com/l/cbCaiqIH6801mn4J","pdf",223526,"English","# General comments\n# Specific information\n## Part 1\n### Question 1a\n## Question 1b","[{\"question\":\"What was the basis and structure of the 2021 VCE Ancient History examination?\",\"answer\":\"The exam was based on the VCE History Study Design (2016–2021) and was divided into three sections for Egypt, Greece, and Rome. Students selected two civilisations and answered both parts for each selected one.\"},{\"question\":\"How were Question 1a answers expected to be built?\",\"answer\":\"Question 1a required students to “outline” by giving an overview of main features from the provided source. Using information directly from the source and making clear links to it was the clearest approach.\"},{\"question\":\"What distinguished high-scoring responses in Question 1b?\",\"answer\":\"Question 1b asked students to explain historical causes and effects, starting from provided sources but developing beyond them with additional historical knowledge. Responses that stayed at summarising the source could not achieve full marks.\"}]","2021 VCE Ancient History external assessment report - Part 1 | PDF",1789904099]