Year 5 History Generic Rubric
Last up-dated 15/5/2015
Curriculum
Knowledge
and
Understanding
(Extent of
knowledge
Depth of
understanding)
Historical
Skills
(Sophistication
of skills)
Levels
A
Excellent
1
B
Good
2
C
Satisfactory
3
D
Partial
4
E
Minimal
5
Insightful and
comprehensive
knowledge and
understanding of the
concepts of:

change

empathy

significance
Substantial
knowledge and
understanding of the
concepts of:

change

empathy

significance
Adequate
knowledge and
understanding of the
concepts of:

change

empathy

significance
Partial knowledge
and understanding
of the concepts of:

change

empathy

significance
Minimal knowledge
and understanding
of the concepts of:

change

empathy

significance
Sequence events and people
(their lifetime) in chronological
order, using timelines
Extensive and highly
accurate sequencing
of events and
people and events,
using timelines
Mostly accurate
sequencing of
events and people
using timelines
Moderately accurate
sequencing of
events and people
using timelines
Partially accurate
sequencing of
events and people
with reference using
timelines
Inaccurate
sequencing of
events and people
using timelines.
When researching, students
develop questions to frame an
historical inquiry
Pose highly relevant
and focussed
questions about the
past
Pose mostly relevant
questions about the
past
Pose fairly relevant
questions about the
past
Pose some relevant
questions about the
past
Pose minimal
questions about the
past
Identify a range of sources and
locate and record information
related to this inquiry
Identify a diverse
range of sources
Identify a wide
range of sources
Identify an adequate
range of sources
Identify a narrow
range of sources
Identify a limited
range
Criteria

Identify the causes and
effects of change on
particular communities and
describe aspects of the past
that remained the same.
(change and continuity)

Describe the different
experiences of people in the
past (empathy)

Describe the significance of
people and events in
bringing about change.
(significance)
1
Year 5 History Generic Rubric
Locate highly
relevant and
sophisticated
information
Locate mostly
relevant information
Locate reasonably
relevant information
Locate some
relevant information
Locate minimal
information
Record information
in a highly accurate
and precise manner
Record information
in a mostly accurate
manner
Record information
in a moderately
accurate manner
Record information
in a partially
accurate manner
Record information
with limited
accuracy
Examine sources to identify
points of view
Examine sources to
identify points of
view in a highly
competent and
discerning manner
Examine sources
proficiently to
identify points of
view
Examine sources
competently to
identify points of
view
Partially examine
sources to identify
points of view
Attempt to examine
sources to identify
points of view
Develop, organise and present
texts, particularly narratives and
descriptions using historical
terms and concepts
Development of
highly effective texts
that articulate
complex ideas in a
coherent and
extensively
reasoned manner
Development of
mostly effective
texts that articulate
well-considered
ideas in a clear and
mostly logical
manner
Development of
reasonably effective
texts that articulate
thoughtful ideas in a
moderately clear
manner
Development of
texts that articulate
some ideas in an
partially clear
manner
Development of
texts that are
inarticulate
NB: In History,
effective texts use
historical terms and
concepts
2