Generic Rubric History Year 7
Achievement standard indicators
A
B
C
D
E
Criteria
Knowledge and
Understanding
Suggest reasons for
change and
continuity over time
Extensively reasoned
and sophisticated
suggestions for
change and
continuity over time
Well-reasoned
suggestions for
change and
continuity over time
Adequately reasoned
suggestions for
change and
continuity over time
Partially reasoned
suggestions for
change and
continuity over time
Little reasoning given
for change and
continuity over time
Describe the effects
of change on
societies, individuals
and groups
Highly effective and
lucid description of
the effects of change
on societies,
individuals and
groups
Mostly effective
description of the
effects of change on
societies, individuals
and groups
Moderately effective
description of the
effects of change on
societies, individuals
and groups
Partially effective
description of the
effects of change on
societies, individuals
and groups
Minimally effective
description of the
effects of change on
societies, individuals
and groups
Describe events and
developments from
the perspective of
different people who
lived at the time
Comprehensively
justified and in-depth
description of the
events and
developments from
the perspective of
different people who
lived at the time
Well-justified and
detailed description
of the events and
developments from
the perspective of
different people who
lived at the time
Adequately justified
and credible
description of the
events and
developments from
the perspective of
different people who
lived at the time
Partially justified and
basic description of
the events and
developments from
the perspective of
different people who
lived at the time
Elementary
description of the
events and
developments from
the perspective of
different people who
lived at the time
Explain the role of
groups and the
significance of
particular individuals
in society
Extensively reasoned
and in-depth
explanation of the
role of groups and
the significance of
particular individuals
in society
Well-reasoned
explanation of the
role of groups and
the significance of
particular individuals
in society
Adequately reasoned
explanation of the
role of groups and
the significance of
particular individuals
in society
Basic explanation of
the role of groups
and the significance
of particular
individuals in society
Simple explanation of
the role of groups
and the significance
of particular
individuals in society
Generic Rubric History Year 7
Sophistication of
Skills
Identify past events
and developments
that have been
interpreted in
different ways
Comprehensively
informed
identification of
developments that
have been
interpreted in
different ways
Well-informed
identification of
developments that
have been
interpreted in
different ways
Reasonably informed
identification of
developments that
have been
interpreted in
different ways
Partially informed
identification of
developments that
have been
interpreted in
different ways
Beginning to identify
developments that
have been
interpreted in
different ways
Sequence events and
developments within
a chronological
framework, using
dating conventions to
represent and
measure time
Highly accurate and
extensive sequencing
of events and
developments within
a chronological
framework using
dating conventions to
represent and
measure time
Mostly accurate
sequencing of events
and developments
within a
chronological
framework using
dating conventions to
represent and
measure time
Generally accurate
sequencing of events
and developments
within a
chronological
framework using
dating conventions to
represent and
measure time
Partially accurate
sequencing of events
and developments
within a
chronological
framework using
dating conventions to
represent and
measure time
Attempted
sequencing of events
and developments
within a
chronological
framework using
dating conventions to
represent and
measure time
Develop questions to
frame an historical
inquiry when
researching
Develops highly
relevant and highly
focussed questions to
frame an historical
inquiry when
researching
Develops mostly
relevant and mostly
focussed questions to
frame an historical
inquiry when
researching
Develops generally
relevant and
moderately focussed
questions to frame
an historical inquiry
when researching
Develops partially
relevant and partially
focussed questions to
frame an historical
inquiry when
researching
Develops questions
with little relevance
and focus when
framing an historical
inquiry when
researching
Identify and select a
range of sources and
locate, compare and
use information to
answer inquiry
questions
Identifies a diverse
range of sources
Identifies a wide
range of sources
Identifies an
adequate range of
sources
Identifies a narrow
range of sources
Identifies a limited
range of sources
Generic Rubric History Year 7
Highly efficient and
highly organised
location, comparison
and use of
information to
answer inquiry
questions
Mostly efficient and
well-organised
location, comparison
and use of
information to
answer inquiry
questions
Reasonably efficient
and adequately
organised location,
comparison and use
of information to
answer inquiry
questions
Partially efficient and
partially organised
location, comparison
and use of
information to
answer inquiry
questions
Minimal efficiency
and limited
organisation when
locating, comparing
and using
information to
answer inquiry
questions
Examine sources to
explain points of view
Highly effective and
discerning
examination to
explain points of view
Mostly effective
examination to
explain points of view
Reasonably effective
examination to
explain points of view
Partially effective
examination to
explain points of view
Examination to
explain points of view
with direction
Identify their origin
and purpose when
interpreting sources
Highly accurate
identification of
origin and purpose
when interpreting
sources
Mostly accurate
identification of
origin and purpose
when interpreting
sources
Moderately accurate
identification of
origin and purpose
when interpreting
sources
Partially accurate
identification of
origin and purpose
when interpreting
sources
Little accuracy when
identifying origin and
purpose when
interpreting sources
Develop texts,
particularly
descriptions and
explanations
Development of
highly effective texts
that articulate
complex ideas in a
coherent and
extensively reasoned
manner
Development of
mostly effective texts
that articulate deep
ideas in a clear and
well-reasoned
manner
Development of
reasonably effective
texts that articulate
credible ideas in a
sound and
moderately reasoned
manner
Development of texts
that articulate basic
ideas in a partially
reasoned manner
Development of texts
that are simple with
little reasoning
Generic Rubric History Year 7
In developing these
texts and organising
and presenting their
findings, they use
historical terms and
concepts,
incorporate relevant
sources, and
acknowledge their
sources of
information
Updated 9/9/2015
Highly effective and
highly accurate use of
historical terms and
concepts,
incorporating
relevant sources, and
acknowledging their
sources of
information
Mostly effective and
mostly accurate use
of historical terms
and concepts,
incorporating
relevant sources, and
acknowledging their
sources of
information
Generally effective
and reasonably
accurate use of
historical terms and
concepts,
incorporating
relevant sources, and
acknowledging their
sources of
information
Partially effective and
partially accurate use
of historical terms
and concepts,
incorporating
relevant sources, and
acknowledging their
sources of
information
Simple use of
historical terms and
concepts,
incorporating
relevant sources, and
acknowledging their
sources of
information with
little accuracy