Generic Rubric History Year 8
Achievement standard indicators
A
B
C
D
E
Recognise and explain
patterns of change
and continuity over
time
Astute recognition
and extensively
reasoned explanation
of patterns of change
and continuity over
time
Perceptive
recognition and wellreasoned explanation
of patterns of change
and continuity over
time
Credible recognition
and adequately
reasoned explanation
of patterns of change
and continuity over
time
Basic recognition and
explanation of
patterns of change
and continuity over
time
Simple recognition
and explanation of
patterns of change
and continuity over
time
Explain the causes
and effects of events
and developments
Extensively reasoned
and in-depth
explanation of the
cause and effects of
events and
developments
Comprehensively
informed
identification of the
motives and actions
of people at the time
Well-reasoned
explanation of the
cause and effects of
events and
developments
Adequately reasoned
explanation of the
cause and effects of
events and
developments
Basic explanation of
the cause and effects
of events and
developments
Simple explanation of
the cause and effects
of events and
developments
Well-informed
identification of the
motives and actions
of people at the time
Reasonably informed
identification of the
motives and actions
of people at the time
Partially informed
identification of the
motives and actions
of people at the time
Beginning to identify
the motives and
actions of people at
the time
Extensively reasoned
and in-depth
explanation of the
significance of
individuals and
groups
Well-reasoned
explanation of the
significance of
individuals and
groups
Adequately reasoned
explanation of the
significance of
individuals and
groups
Basic explanation of
the significance of
individuals and
groups
Simple explanation of
the significance of
individuals and
groups
Comprehensively
justified and in-depth
description of
different
interpretations
Well-justified and
detailed description
of different
interpretations of the
past
Adequately justified
and credible
description of
different
interpretations
Partially justified and
basic description of
different
interpretations of the
past
Elementary
description of
different
interpretations of the
past
Criteria
Knowledge and
Understanding
Identify the motives
and actions of people
at the time
Explain the
significance of
individuals and
groups and how they
were influenced by
the beliefs and values
of their society
Describe different
interpretations of the
past
Generic Rubric History Year 8
Sophistication of
Skills
Sequence events and
developments within
a chronological
framework with
reference to periods
of time
Highly accurate and
extensive sequencing
of events and
developments within
a chronological
framework with
reference to periods
of time
Mostly accurate
sequencing of events
and developments
within a chronological
framework with
reference to periods
of time
Generally accurate
sequencing of events
and developments
within a chronological
framework with
reference to periods
of time
Partially accurate
sequencing of events
and developments
within a chronological
framework with
reference to periods
of time
Attempted
sequencing of events
and developments
within a chronological
framework with
reference to periods
of time
Develop questions to
frame an historical
inquiry when
researching
Develops highly
relevant and highly
focussed questions to
frame an historical
inquiry
Develops mostly
relevant and mostly
focussed questions to
frame an historical
inquiry
Develops generally
relevant and
moderately focussed
questions to frame an
historical inquiry
Develops partially
relevant and partially
focussed questions to
frame an historical
inquiry
Develops questions
with little relevance
and focus to frame an
historical inquiry
Analyse, select and
organise information
from primary and
secondary sources
and use it as evidence
to answer inquiry
questions
Highly logical and
insightful analysis,
selection and
organisation of
information
Mostly logical and
perceptive analysis,
selection and
organisation of
information
Generally logical and
thoughtful analysis,
selection and
organisation of
information
Partially logical and
basic analysis,
selection and
organisation of
information
Simple analysis,
selection and
organisation of
information
Highly effective use of
evidence to answer
questions
Mostly effective use
of evidence to answer
questions
Reasonably effective
use of evidence to
answer questions
Partially effective use
of evidence to answer
questions
Minimally effective
use of evidence to
answer questions
Identify and explain
different points of
view in sources
Highly effective and
discerning
identification and
explanation of points
of view in sources
Mostly effective and
proficient
identification and
explanation of points
of view in sources
Moderately effective
and capable
identification and
explanation of points
of view in sources
Partially effective and
basic identification
and explanation of
points of view in
sources
Little identification
and simple
explanation of points
of view in sources
Identify their origin
and purpose, and
distinguish between
fact and opinion
when interpreting
sources
Comprehensive
identification and
highly accurate
distinction between
fact and opinion
when interpreting
sources
Proficient
identification and
mostly accurate
distinction between
fact and opinion
when interpreting
sources
Capable identification
and generally
accurate distinction
between fact and
opinion when
interpreting sources
Basic identification
and partially accurate
distinction between
fact and opinion
when interpreting
sources
Simple identification
and little accuracy
distinguishing
between fact and
opinion when
interpreting sources
Generic Rubric History Year 8
Updated 9/9/2015
Develop texts,
particularly
descriptions and
explanations,
incorporating analysis
Development of
highly effective texts
that incorporate
highly logical and
astute analysis
Development of
mostly effective texts
that incorporate
mostly logical analysis
Development of
generally effective
texts that incorporate
moderately logical
analysis
Development of basic
texts that incorporate
some logical analysis
Development of
simple texts that
incorporate little
logical analysis
In developing these
texts, and organising
and presenting their
findings, they use
historical terms and
concepts, and
evidence identified in
sources, and
acknowledge their
sources of
information
Highly effective and
highly accurate use of
historical terms and
concepts, and
evidence identified in
sources, and
acknowledgement of
their sources of
information
Mostly effective and
mostly accurate use
of historical terms
and concepts, and
evidence identified in
sources, and
acknowledgement of
their sources of
information
Generally effective
and reasonably
accurate use of
historical terms and
concepts, and
evidence identified in
sources, and
acknowledgement of
their sources of
information
Partially effective and
partially accurate use
of historical terms
and concepts, and
evidence identified in
sources, and
acknowledgement of
their sources of
information
Simple use of
historical terms and
concepts, and
evidence identified in
sources, and
acknowledgement of
their sources of
information with little
accuracy