Generic Rubric History Year 9
Achievement standard indicators
A
B
C
D
E
Criteria
Knowledge and
Understanding
Refer to key events
and the actions of
individuals and
groups to explain
patterns of change
and continuity over
time
Refer to key events
and the actions of
individuals and
groups to explain
patterns of change
and continuity over
time in an extensively
reasoned and indepth manner
Refer to key events
and the actions of
individuals and
groups to explain
patterns of change
and continuity over
time in a wellreasoned manner
Refer to key events
and the actions of
individuals and
groups to explain
patterns of change
and continuity over
time in an adequately
reasoned manner
Refer to key events
and the actions of
individuals and
groups to explain
patterns of change
and continuity over
time in a basic
manner
Refer to key events
and the actions of
individuals and
groups to explain
patterns of change
and continuity over
time in a simple
manner
Analyse the causes
and effects of events
and developments
and make judgments
about their
importance
Highly logical analysis
and insightful
judgments
Mostly logical
analysis and
perceptive judgments
Generally logical
analysis and
thoughtful judgments
Partially logical
analysis and obvious
judgments
Simple analysis and
judgments
Explain the motives
and actions of people
at the time
Extensively reasoned
and in-depth
explanation of the
motives and actions
of people at the time
Well-reasoned
explanation of the
motives and actions
of people at the time
Adequately reasoned
explanation of the
motives and actions
of people at the time
Basic explanation of
the motives and
actions of people at
the time
Simple explanation of
the motives and
actions of people at
the time
Explain the
significance of these
events and
developments over
the short and long
term
Extensively reasoned
and in-depth
explanation
Well-reasoned
explanation
Adequately reasoned
explanation
Basic explanation
Simple explanation
Generic Rubric History Year 9
Sophistication of
Skills
Explain different
interpretations of the
past
Extensively reasoned
and in-depth
explanation
Well-reasoned
explanation
Adequately reasoned
explanation
Basic explanation
Simple explanation
Sequence events and
developments within
a chronological
framework, with
reference to periods
of time and their
duration
Highly accurate and
extensive sequencing
of events and
developments within
a chronological
framework with
reference to periods
of time and their
duration
Mostly accurate
sequencing of events
and developments
within a
chronological
framework with
reference to periods
of time and their
duration
Generally accurate
sequencing of events
and developments
within a
chronological
framework with
reference to periods
of time and their
duration
Partially accurate
sequencing of events
and developments
within a
chronological
framework with
reference to periods
of time and their
duration
Attempted
sequencing of events
and developments
within a
chronological
framework with
reference to periods
of time and their
duration
Develop different
kinds of questions to
frame an historical
inquiry when
researching
Develops highly
relevant and highly
focussed different
questions to frame
an historical inquiry
when researching
Develops mostly
relevant and mostly
focussed different
questions to frame
an historical inquiry
when researching
Develops partially
relevant and partially
focussed different
questions to frame
an historical inquiry
when researching
Develops questions
with little relevance
and focus to frame
an historical inquiry
when researching
Interpret, process,
analyse and organise
information from a
range of primary and
secondary sources
and use it as
evidence to answer
inquiry questions
Interpret, process,
analyse and organise
information from a
diverse range of
primary and
secondary sources in
a highly logical and
insightful manner
Interpret, process,
analyse and organise
information from a
wide range of
primary and
secondary sources in
a mostly logical and
perceptive manner
Develops generally
relevant and
moderately focussed
different questions to
frame an historical
inquiry when
researching
Interpret, process,
analyse and organise
information from a
adequate range of
primary and
secondary sources in
a generally logical
Interpret, process,
analyse and organise
information from a
narrow range of
primary and
secondary sources in
a partially logically
and basic manner
Interpret, process,
analyse and organise
information from a
limited range of
primary and
secondary sources
with direction
Generic Rubric History Year 9
and thoughtful
manner
Uses information as
evidence to answer
inquiry questions in a
highly effective and
consistent manner
Uses information as
evidence to answer
inquiry questions in a
mostly effective
manner
Uses information as
evidence to answer
inquiry questions in a
generally effective
manner
Uses information as
evidence to answer
inquiry questions in a
partially effective
manner
Uses information as
evidence to answer
inquiry questions
with direction
Examine sources to
compare different
points of view
Examine sources to
compare points of
view in a highly
competent and
discerning manner
Examine sources to
compare points of
view in a mostly
competent manner
Examine sources to
compare points of
view in a generally
competent manner
Examine sources to
compare points of
view in a partially
competent manner
Examine sources to
compare points of
view with direction
Analyse origin and
purpose, and draw
conclusions about
their usefulness
when evaluating
these sources
Critically evaluate the
usefulness of sources
using highly logical
analysis and
insightful drawing of
conclusions
Thoroughly evaluate
the usefulness of
sources using mostly
logical analysis and
perceptive drawing
of conclusions
Adequately evaluate
the usefulness of
sources using
generally logical
analysis and
thoughtful drawing
of conclusions
Partially evaluate the
usefulness of sources
using some analysis
and basic drawing of
conclusions
Limited evaluation of
the usefulness of
sources using little
analysis and minimal
drawing of
conclusions
Develop own
interpretations about
the past
Complex and
insightful
development of
interpretations about
the past
Detailed and
perceptive
development of
interpretations about
the past
Adequate and
thoughtful
development of
interpretations about
the past
Basic development of
interpretations about
the past
Limited development
of interpretations
about the past
Generic Rubric History Year 9
Updated 9/9/2015
Develop texts,
particularly
explanations and
discussions,
incorporating
historical
interpretations
Development of
highly effective texts
that articulate
complex historical
interpretations in a
coherent and
extensively reasoned
manner
Development of
mostly effective texts
that articulate
detailed historical
interpretations in a
well-reasoned
manner
Development of
generally effective
texts that articulate
credible historical
interpretations in a
moderately reasoned
manner
Development of
partially effective
texts that articulate
basic historical
interpretations in an
partially reasoned
manner
Development of
simple texts that
articulate few
historical
interpretations with
little reasoning
When developing
these texts, and
organising and
presenting
conclusions, use is
made of historical
terms and concepts,
evidence identified in
sources, and sources
are referenced
Highly effective and
consistent use of
historical terms and
concepts, evidence
identified in the
sources, with highly
accurate reference of
sources
Mostly effective use
of historical terms
and concepts,
evidence identified in
sources with mostly
accurate reference of
sources
Generally effective
use of historical
terms and concepts,
evidence identified in
sources, with
reasonably accurate
reference of sources
Partially effective use
of historical terms
and concepts,
evidence identified in
sources, with
partially accurate
reference of sources
Simple use of
historical terms and
identified in sources,
with little accuracy
when referencing
sources