Family Background, Crime & Punishment, On the Run, Capture & Arrest, Escape & End of Life Not demonstrated Lists simple ideas about the significance of a series of historical events and/or experiences of an individual or group of people from the past. Lists some key ideas to identify the significance of a series of historical events and/or experiences of an individual or group of people from the past. Describes the significance of a series of historical events and/or experiences of an individual or group of people from the past Explains, in detail, the significance of a series of historical events and/or experiences of an individual or group of people from the past. Timeline Not demonstrated Uses few key dates, showing some logical progression and changes over time. Describes key dates and significant changes over time in an organised progression. Identifies and explains key dates and significant changes over time in an organised and logical progression. Identifies and elaborates key dates and significant changes over time in an organised and logical progression Identify a range of sources Locate and record information related to inquiry Examine sources to identify different points of view Sources Uses a provided source, but shows few links to inquiry questions and research. Identifies and uses few sources to locate information related to inquiry questions and research. Identifies a range of sources related to inquiry questions and research. Uses relevant information from a range of sources to record accurate details to support inquiry questions and research. Locates, uses and interprets a range of relevant sources to record accurate details to support inquiry questions and research. Evaluation of Bushranger Not demonstrated Provides an inconsistent perspective of a significant Identifies some key ideas from the perspective of a significant Describes key ideas from the perspective of a significant Uses key, relevant examples to demonstrate historical perspectives and
individual or group. individual or group. individual or group, including some empathy for people in the past. empathy with a significant individual or group. Develop, organise and present text using historical terms and concepts Organisation of text Not demonstrated Provides little evidence of research when developing a text and/or addresses the inquiry questions posed. Develops an organised text providing some evidence of research and/or addresses the inquiry questions posed. Develops a detailed, organised text providing evidence of research and reasoning and/or addresses the inquiry questions posed. Structures a text, providing evidence of research and reasoning and/or specifically addresses the inquiry questions posed. Illustrations Not demonstrated Uses random illustrations with little or no relevance to the accompanying text. Uses illustrations to complement the written text of an historical event. Uses relevant illustrations to explain and complement the written text of an historical event. Uses detailed and relevant illustrations to explain and complement the written text of an historical event. Historical Terms Uses little evidence of using terms and concepts in any historical context. Uses some terms and concepts to state the historical context. Uses relevant terms and concepts to describe the historical context. Uses relevant terms and concepts to explain the historical context. Consistently uses accurate and relevant terms and concepts to elaborate the historical context. ENGLISH Language Features Uses everyday language. Uses everyday language and includes a few given Uses simple vocabulary and some appropriately Uses vocabulary to enhance the text, e.g. may use Expresses information clearly, using topic-specific
topicspecific words and phrases. selected descriptive and words. adjectives and adverbs to develop descriptions vocabulary and precise words and phrases. Sentences Repeats ‘and’ and ‘so’ in run-on sentences. Uses simple and compound sentences. Uses simple, compound and complex sentences to extend ideas. Uses a range of sentence structures, varying length and/or beginnings to create interest. Uses simple, compound and complex sentences, varying the length and/or structure for effect. Spelling Misspells most common words. Spells some common words correctly. Spells most common words correctly. Spells most common and complex words correctly. Consistently spells common and complex words correctly Punctuation Attempts to use basic punctuation. Uses some basic punctuation correctly. Correctly uses familiar punctuation. Correctly uses most punctuation to improve text and/or for effect. Consistently uses complex punctuation with some accuracy and to enhance meaning. Editing Uses minimal editing strategies. May identify inaccurate spelling, e.g. by underlining. Employs editing strategies to identify and correct some errors and/or enhance meaning. Employs strategies to monitor and edit own work for accuracy and meaning. Accurately monitors own work to enhance meaning, e.g. may edit to improve sequencing. Speaking & Listening skills confidence uses a clear and expressive speaking Shows none of the required skills Shows 1 of the required skills Shows 2 of the required skills Shows 3 of the required skills Shows 4 of the required skills