| Inquiry | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | ||||
| Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions |
Develops curiosities on a topic. Collects information. Shares observations. |
Formulates relevant questions to seek information. Collects and examines information to inform learning. Explains observations and conclusions. |
Formulates purposeful and relevant questions to further understanding of a topic. Collects, evaluates and interprets relevant information to inform learning and understanding. Explains observations, conclusions and informed decisions in a clear and effective way. |
Formulates insightful and thought-provoking questions that deepen understanding of a topic and further an inquiry. Collects, evaluates and interprets information beyond the immediate to explore more complex ideas, extending learning and understanding. Explains conclusions and informed decisions in a clear and effective way, connecting findings to real-life contexts. |
| Significance | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | ||||
| Explain why people, events, or places are significant to various individuals and groups | Listens to examples of how people, events, or places can be significant to individuals and communities. | Understands the importance of people, events or places to individuals and communities. | Identifies and explains the importance of people, events or places to individuals and communities. | Considers multiple viewpoints when identifying and analysing the importance of people, events or places, and how these have evolved over time, impacting their importance to people, communities, and social groups. |
| Evidence | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | ||||
| Ask questions, make inferences, and draw conclusions about the content and features of different types of sources |
Develop curiosities from a source. Recognizes basic features of a source (e.g., title, pictures, or key symbols), and makes simple observations from modelled sources. |
Understands that asking questions can lead to further understanding. Identifies key features of a source and can draw direct conclusions based on evidence in the source. |
Generates inquiries that lead to further understanding of the information conveyed in different types of sources. Interprets and draws logical conclusions based on context and evidence in a source. |
Generates relevant and focused inquiries that drive deeper exploration of the purpose, information, themes, and messages conveyed in different types of sources. Analyzes features of multiple sources and synthesizes information to draw well-reasoned conclusions. |
| Continuity and Change | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | ||||
| Sequence objects, images, and events, or explain why some aspects change and others stay the same |
Copy a modelled order of objects, images, or events. In modelled examples, recognizes that some things change and others stay the same. |
Places a few objects, images, or events in a basic order. Identifies examples of changes and things that stay the same. |
Orders objects, images, and events logically with reasoning. Identifies and describes examples of changes and things that stay the same. |
Explains how the sequencing of objects, images and events reflects broader relationships, such as progression, causality, or connections. Provides thoughtful justifications for why some elements of a larger whole change and others remain the same, while considering broader contexts, such as community needs. |
| Cause and Consequences | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | ||||
| Recognize causes and consequences of events, decisions, or developments | Recognizes that personal actions have consequences. |
Identifies the reasons, factors, or conditions that lead to or drive an event, decision, or development. Identifies the effects, results, or outcomes that follow from an event, decision, or development. |
Understands and explains how factors can lead to or drive an event, decision, or development. Understands and explains the effects, results, or outcomes that follow from an event, decision, or development. |
Identifies and clearly explains the reasons, factors, or conditions that lead to or drive an event, decision, or development, and applies understanding to new situations. Identifies and clearly explains the effects, results, or outcomes that follow from an event, decision, or development, and applies understanding to making informed decisions. |
| Perspective | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | ||||
| Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events |
Listens to stories about people in different families or cultures. Shares personal experiences. |
Shares personal beliefs, values, worldviews, and experiences, and acknowledges that people may see things in different ways. Understands that personal experiences influence the way I see something. |
Identifies the ways that people see things differently, because of their beliefs, values, or experiences, and how this impacts their view of an event or place. Identifies and describes how personal experiences and family background influence the way I see something. |
Identifies, compares and explains different perspectives on complex issues or events from people in different cultural or family backgrounds, applying understanding to support the development of inclusive communities. |
| Ethical Judgment | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | ||||
| Make value judgments about events, decisions, or actions, and suggest lessons that can be learned | Identifies right and wrong decisions in modelled situations. |
Examines personal events, decisions, or actions and makes decisions about right and wrong. Identifies factors, and potential outcomes to determine possible solutions. |
Evaluates the fairness, impact, or ethical implications of personal events, decisions, or actions. Evaluates factors, and potential outcomes to determine solutions that address the situation. |
Critically evaluates the fairness, impact, or ethical implications of personal events, decisions, or actions, while considering multiple perspectives. Reflects on and evaluates different perspectives, factors, and potential outcomes to determine thoughtful and ethical solutions. |