Prep/2 History & General capabilities (skills) Rubric
Perspectives
and
interpretation
s
Historical
questions and
research
Chronology terms and concepts
Skills
- draft Kelli Simmons
Sub-skill
Mid-year
Prep
achievement
standard
End of Prep
achievement
standard
Mid-year
Year 1 at
Level
End of Year
1
achievement
standard
Mid-year
Year 2 at
level
End of Year 2
achievement
standard
Mid-year 3
at level
Sequence
familiar
objects and
events
Can name
three
significant
personal
events
Sequences
significant
personal
event in
order
Orders key
events in
the local
community
using
photographs
and
annotations
Sequences
events in
order using
everyday
terms for
the passing
of time.
Uses visual
sequences of
time, chart,
timetable or
calendar
Orders key
events in
the local
community
using
photographs
and
annotations
Sequence
familiar
objects and
events using
photographs and
annotations
using a range
of terms
related to
time.
Distinguish
between the
past,
present and
future
Awareness
that the
past is
different
from the
present
Uses simple
terms to
denote time
about their
experiences,
then, now,
yesterday,
today &
tomorrow
Awareness
of the
past,
present and
future
aspects of
local
community
Uses
terminology
to denote
time, then/
now, past/
present and
generations.
Identifies
vocabulary
of the past
when making
comparisons.
Awareness
of the
past,
present and
future
aspects of
local
community
Pose
questions
about the
past using
sources
provided
Poses
questions
about their
past
Poses
questions
about
artefacts
and their
own past
Questions
posed
relevant to
the context
for
exploration
Questions
posed
relevant to
the context
for
exploration
Explore a
point of
view
Seeks ideas
from others
about
others
childhood
Seeks ideas
from others
about others
childhood
and compares
to current
childhood
experiences
Shares own
point of
view
Poses
questions
for parents
and
grandparents
provoked by
objects,
photos and
stories from
the past
Represents
similarities
and
differences
of ideas in
a graphic
form
Uses correct
terms in speech
and writing
denoting the
passing of time
and identifying
signs of the
past. Uses
correct terms
for historical
representations
(museum,
memorial)
Poses inquiry
questions
around a site.
Uses
appropriate
tense (e.g.
did).
Evidence of
the
development
of an
annotated
timeline
representing
key stages
of
significance
about
objects,
events and
people
Evidence of
use of
historical
terms to
distinguish
past,
present and
future
Shares own
point of
view
Examines
another persons
point of view
about changes
in the
environment and
in daily lives
over time
Evidence of
posing a
range of
questions
about the
past
Beginning to
identify
different
points of
view
Explanation and
communication
Analysis and use of sources
Prep/2 History & General capabilities (skills) Rubric
- draft Kelli Simmons
Explore a
range of
sources about
the past
Explores a
range of
sources
about the
past
Identifies
relevant
features of
objects and
photographs
connected to
the past
Explores and
utilises one
or two
resources
Identify and
compare
features of
objects from
the past and
present
Suggest
what
objects
from the
past may
have been
used for.
Distinguishes
between old
and new,
using
language
older, newer.
Identification
and comparison
involves
appearance
Develop a
narrative
about the
past
Relates a
significant
event they
have
experienced
Relates and
describes a
significant
event they
have
experienced
Narrative is
only in one
text form and
is relevant to
past
Discusses and
explores
stories from
and about the
past from
families,
letters,
diaries,
radio or
television
Examines
sources both
physical and
visual to
suggest
answers to
the posed
questions
Identifies
similarities
and
differences
between
objects from
the past with
the present
Explores and
utilises one
or two
resources
Examines
physical,
visual and
oral sources
to learn
about the
past and to
answer posed
questions.
Locates signs
of the past
in the
present
(street
names,
landmarks)
Evidence in
identifying,
questioning,
exploring and
utilising
information in
sources
provided
Identification
and comparison
involves
appearance
Identifies
and compares
object/site
from the past
and present
and
articulates
its origin or
meaning
Relates
stories about
life in the
past using a
range of
texts.
Describes an
event that
has personal
significance.
Narrative is
only in one
text form and
is relevant to
past
Describes a
significant
person, place
in the local
communities
or comparison
of an aspect
of daily life
past using a
range of text
like
soundscape,
photographs,
report or
biography.
The
identification
and comparison
includes
knowledge of
objects.
Moving beyond
appearance and
function may
include
understanding
of technology
Develops a
narrative with
a new
interpretation
to aspects of
the past that
are not
contested or
not well
understood
Prep/2 History & General capabilities (skills) Rubric
- draft Kelli Simmons
Use a range
Beginning
Represents
Beginning to
of
to
ideas and
create an
communication represent
responses
oral, graphic,
forms (oral,
ideas and
through
written, role
graphic,
responses
talking,
play and
written, role through
drawing,
digital forms
play) and
talking,
written,
to communicate
digital
drawing and digital and
technologies
play
play
Represents
ideas and
imaginative
responses
through
writing,
role-play,
speaking and
drawing
Beginning to
create an
oral, graphic,
written, role
play and
digital forms
to communicate
Represents
ideas and
imaginative
responses in
a range of
communication
forms -oral,
graphic,
written, role
play and
digital modes
Beginning to
use a range of
communication
forms oral,
graphic,
written and
digital forms
to record and
explain the
past. Creating
and editing.