Generic Rubric History Year 6
Achievement standard indicators
A
B
C
D
E
Identify change and
continuity and
describe the causes
and effects of
change on society
Comprehensively
informed identification
of change and
continuity and highly
effective description of
the causes and effects
of change on society
Well-informed
identification of
change and continuity
and mostly effective
description of the
causes and effects of
change on society
Reasonably informed
identification of
change and continuity
and generally effective
description of the
causes and effects of
change on society
Partially informed
identification of
change and continuity
with some effective
description of the
causes and effects of
change on society
Beginning to identify
change and continuity
and describe the
causes and effects of
change on society
Compare the
different
experiences of
people in the past
Compare the different
experiences of people
in the past
In a comprehensively
informed and highly
logical manner
Compare the different
experiences of people
in the past in a wellinformed and mostly
logical manner
Compare the different
experiences of people
in the past in a
reasonably informed
and generally logical
manner
Compare the different
experiences of people
in the past in a
partially informed
manner with some
logic
Compare the different
experiences of people
in the past in a simple
manner with little logic
Explain
the significance of
an individual and
group
Extensively reasoned
and in-depth
explanation of
the significance of an
individual and group
Well- reasoned
explanation of
the significance of an
individual and group
Adequately reasoned
explanation of
the significance of an
individual and group
Basic explanation of
the significance of an
individual and group
Simple explanation of
the significance of an
individual and group
Sequence events
and people (their
lifetime) in
chronological order,
and represent time
by creating
timelines
Sequence events and
people (their lifetime)
in chronological order,
and represent time by
creating timelines in a
highly accurate and
extensive manner
Sequence events and
people (their lifetime)
in chronological order,
and represent time by
creating timelines in a
mostly accurate
manner
Sequence events and
people (their lifetime)
in chronological order,
and represent time by
creating timelines in a
generally accurate
manner
Sequence events and
people (their lifetime)
in chronological order,
and represent time by
creating timelines in a
partially accurate
manner
Sequence events and
people (their lifetime)
in chronological order,
and represent time by
creating timelines with
direction
Criteria
Knowledge and
Understanding
Sophistication
of Skills
Generic Rubric History Year 6
Develop questions
to frame
an historical inquiry
when researching
Develop highly relevant
and highly focussed
questions to frame
an historical inquiry
when researching
Develop mostly
relevant and mostly
focussed questions to
frame an historical
inquiry when
researching
Develop generally
relevant and
moderately focussed
questions to frame
an historical inquiry
when researching
Develop partially
relevant and partially
focussed questions to
frame an historical
inquiry when
researching
Develop questions
with little relevance
and focus to frame
an historical inquiry
when researching
Identify a range of
sources and locate
and compare
information to
answer inquiry
questions
Identify a diverse
range of sources and
locate and compare
information to answer
inquiry questions in a
highly logical manner
Identify a wide range
of sources and locate
and compare
information to answer
inquiry questions in a
mostly logical manner
Identify an adequate
range of sources and
locate and compare
information to answer
inquiry questions in a
generally logical
manner
Identify a narrow
range of sources and
locate and compare
information to answer
inquiry questions in a
partially logical
manner
Identify a limited range
of sources and locate
and compare
information to answer
inquiry questions with
little logic
Examine sources to
identify and
describe points of
view
Examine sources to
identify and describe
points of view in a
discerning and highly
effective manner
Examine sources to
identify and describe
points of view in a
pertinent and mostly
effective manner
Examine sources to
identify and describe
points of view in a
capable and generally
effective manner
Examine sources to
identify and describe
points of view in a
basic and partially
effective manner
Examine sources to
identify and describe
points of view in a
simple manner
Develop texts,
particularly narrativ
es and descriptions
Develop texts,
particularly narratives
and descriptions, in a
highly effective and
coherent manner
Develop texts,
particularly narratives
and descriptions, in a
mostly effective and
clear manner
Develop texts,
particularly narratives
and descriptions, in a
reasonably effective
and credible manner
Develop texts,
particularly narratives
and descriptions, in a
partially effective and
basic manner
Develop texts,
particularly narratives
and descriptions, in a
simple manner
Generic Rubric History Year 6
In developing these
texts and organising
and presenting
their information,
they use historical
terms and concepts
and incorporate
relevant sources
Updated 21/9/2015
Highly effective and
highly accurate use of
historical terms and
concepts,
incorporating relevant
sources when
developing texts and
organising and
presenting information
Mostly effective and
mostly accurate use of
historical terms and
concepts,
incorporating relevant
sources when
developing texts and
organising and
presenting information
Generally effective and
reasonably accurate
use of historical terms
and concepts,
incorporating relevant
sources when
developing texts and
organising and
presenting information
Partially effective and
partially accurate use
of historical terms and
concepts,
incorporating relevant
sources when
developing texts and
organising and
presenting information
Simple use of historical
terms and concepts,
incorporating relevant
sources when
developing texts and
organising and
presenting information
with little accuracy