Foundation year rubrics

They retell events and experiences with peers and known adults

Students identify and describe the different emotions people experience

Students make and present drama using the elements of role, situation and focus in dramatic play

purposefully retells an unfair situation with peers and teacher using dramatic performance

identifies and describes with elaboration the range of emotions experienced by characters in their unfair scenario

creates and performs a dramatic role play, with skilful and effective use of:

• role
• situation
• focus

effectively retells an unfair situation with peers and teacher using dramatic performance

identifies and clearly describes the range of emotions experienced by characters in their unfair scenario

creates and performs a dramatic role play, with effective use of:

• role
• situation
• focus

retells an unfair situation with peers and teacher using dramatic performance

identifies and describes the emotions experienced by characters in their unfair scenario

creates and performs a dramatic role play, with use of:

• role
• situation
• focus

with support, retells an unfair situation with peers and teacher using dramatic performance

with support, identifies and describes emotions experienced by characters in their unfair scenario

with support, creates and performs a dramatic role play using aspects of:

• role
• situation
• focus

with direction and prompting, retells an unfair situation with peers and teacher using dramatic performance

makes directed statements about the emotions experienced by characters in their unfair scenario

with direction, creates and performs a dramatic role play using aspects of:

• role
• situation
• focus

When writing, students use familiar words and phrases and images to convey ideas

Their writing shows evidence of letter and sound knowledge

Students use personal and social skills when working with others in a range of activities*

purposefully uses familiar words, phrases and images to convey ideas in writing

purposefully uses: letter and sound knowledge:

• letter and sound knowledge
• beginning writing behaviours

purposefully and consistently uses personal and social skills when working with peers to share resources

effectively uses familiar words, phrases and I mages to convey ideas in writing

effectively uses:

• letter and sound knowledge
• beginning writing behaviours

effectively uses personal and social skills when working with peers to share resources

uses familiar words, phrases and images to convey ideas in writing

uses:

• letter and sound knowledge
• beginning writing behaviours

uses personal and social skills when working with peers to share resources

with support, uses familiar words, phrases and images to convey ideas in writing

with support, uses:

• letter and sound knowledge
• beginning writing behaviours

with support, uses personal and social skills when working with peers to share resources

with direction, uses familiar words, phrases and images to convey ideas in writing

with direction, uses:

• letter and sound knowledge
• beginning writing behaviours

with direction and scaffolding, uses personal and social skills when working with peers to share resources

Students make connections between number names, numerals and quantities up to 10*

Students count to and from 20*

makes immediate connections between number names, numerals, quantities and one-dollar coins up to 10 to model fair and unfair sharing

Purposefully and fluently counts to and from 20 from any starting point

makes connections between number names, numerals, quantities and one-dollar coins up to 10 to model fair and unfair sharing

fluently counts to and from 20 from any starting point

makes connection between number names, numerals and quantities up to 10 to model fair and unfair sharing

Counts to and from 20

makes connections between aspects of number names, numerals and quantities up to 10 to model fair and unfair situations

With support, counts to and from 20

with direction, makes connections between aspects of number names, numerals and quantities

With direction, counts to and from 20

Students understand that their texts can reflect their own experiences

When writing, students use familiar words and phrases and images to convey ideas

Student’s writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops

identifies and discusses in detail the connections between their text and their own personal experience

purposefully uses familiar and topical words, phrases and images in their writing to convey ideas

• purposefully uses: letter and sound knowledge
• beginning writing behaviours
• experimentation with capitals and full stops

identifies and discusses the connections between their text and their own personal experience

effectively uses familiar words, phrases and images in their writing to convey ideas

• effectively uses: letter and sound knowledge
• beginning writing behaviours
• experimentation with capitals and full stops

identifies connections between their text and their own personal experiences

uses familiar words, phrases and images in their writing to convey ideas

• uses: letter and sound knowledge
• beginning writing behaviours
• experimentation with capitals and full stops

with support, identifies simple connections between their text and their own personal experiences

with support, uses familiar words, phrases and images in their writing to convey ideas

• with support, uses: letter and sound knowledge
• beginning writing behaviours
• experimentation with capitals and full stops

with direction, identifies simple connections between their text and their own personal experiences

with direction, uses familiar words, phrases and images in their writing to convey ideas

with direction, uses:

• letter and sound knowledge
• beginning writing behaviours
• experimentation with capitals and full stops

Students correctly form known upper- and lower-case letters

They identify and describe the different emotions people experience

purposefully uses correct form of know upper- and lower-case letters

identifies and describes with elaboration the range of emotions experienced in non-sharing scenarios

effectively uses correct form of know upper- and lower-case letters

identifies and clearly describes the range of emotions experienced in non-sharing scenarios

uses correct form of know upper- and lower-case letters

identifies and describes the emotions experienced in non-sharing scenarios

with support, uses correct form of know upper- and lower-case letters

with support, identifies and describes emotions experienced in non-sharing scenarios

with direction, uses correct form of know upper- and lower-case letters

makes directed statements about the emotions experienced in non-sharing scenarios

Students describe artworks they make

Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes

provides a clear and detailed description of their artwork

skilfully and effectively applies the elements and processes of art to make an artwork that clearly expresses an idea or observation

provides a detailed description of their artwork

effectively applies the elements and processes of art to make an artwork that clearly expresses an idea or observation

describes the artwork they made

applies the elements and processes of art to make an artwork that expresses an idea or observation

with prompting, describes the artwork they made

with support, applies aspects of the elements and processes of art to makes a simple artwork that expresses an idea or observation

responds to questions about the artwork they made

with direction, applies some aspects of the elements and processes of art to makes a simple artwork that expresses an idea or observation

When writing, students use familiar words and phrases and images to convey ideas

Students identify actions that help them to be healthy and safe

purposefully uses familiar and topical words, phrases and images in their writing to convey ideas

identifies how rule following helps them to be healthy and safe in range of contexts

effectively uses familiar words, phrases and images in their writing to convey ideas

identifies how rule following helps them to be healthy and safe in different contexts

uses familiar words, phrases and images in their writing to convey ideas

identifies how rule following helps them to be healthy and safe

with support, uses familiar words, phrases and images in their writing to convey ideas

identifies how following a rule helps them to be healthy and safe

with direction, uses familiar words, phrases and images in their writing to convey ideas

with direction, identifies how following a rule helps them to be healthy and safe

Students read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters, and decoding and self-monitoring strategies *

fluently and confidently reads short, decodable and predictable texts with familiar and unfamiliar vocabulary and supportive images, drawing on developing knowledge of:

• concepts of print
• sounds and letters
• decoding and self-monitoring

fluently reads short, decodable and predictable texts with familiar and unfamiliar vocabulary and supportive images, drawing on developing knowledge of

• concepts of print
• sounds and letters
• decoding and self-monitoring

reads short, decodable and predictable texts with familiar and unfamiliar vocabulary and supportive images, drawing on developing knowledge of:

• concepts of print
• sounds and letters
• decoding and self-monitoring

with support, reads short, decodable and predictable texts with familiar and unfamiliar vocabulary and supportive images, drawing on developing knowledge of:

• concepts of print
• sounds and letters
• decoding and self-monitoring

with support, reads short, decodable and predictable texts with familiar and unfamiliar vocabulary and supportive images, drawing on emerging knowledge of:

• concepts of print
• sounds and letters
• decoding and self-monitoring

Students make connections between number names, numerals and quantities up to 10

Students count to and from 20

Students answer simple questions to collect information and make simple inference

efficiently connects number names, numerals and quantities up to 10 and beyond to determine how the class voted

purposefully and fluently counts to and from 20 and beyond, moving from any starting point

collects data based on simple questions and makes and justifies inferences

connects number names, numerals and quantities up to 10 and beyond to determine how the class voted

fluently counts to and from 20 moving from any starting point

collects data based on simple questions and makes and explains simple inferences

connects number names, numerals and quantities up to 10 to determine how the class voted

counts to and from 20

collects data based on simple questions and makes simple inferences

with support, connects number names, numerals and quantities up to 10 to determine how the class voted

with support, counts to and from 20

with support, collects data based on simple questions and makes simple inferences

with direction, connects number names, numerals and quantities up to 10 to determine how the class voted

with direction, counts to and from 20

with direction, collects data based on simple questions and makes simple inferences

Students use interaction skills to listen and respond to others in a familiar environment *

Students use personal and social skills when working with others in a range of activities*

Students make and present drama using the elements of role, situation and focus in dramatic play

purposefully uses appropriate interaction skills to listen and respond to others in familiar environments

purposefully and consistently uses personal and social skills when working with peers in planning and performing a freeze frame

creates and performs a dramatic representation, with skilful and effective use of:

• role
• situation
• focus

effectively uses appropriate interaction skills to listen and respond to others in familiar environments

effectively uses personal and social skills when working with peers in planning and performing a freeze frame

creates and performs a dramatic representation, with effective use of:

• role
• situation
• focus

uses appropriate interaction skills to listen and respond to others in familiar environments

uses personal and social skills when working with peers in planning and performing a freeze frame

creates and performs a dramatic representation, with use of:

• role
• situation
• focus

with support, uses appropriate interaction skills to listen and respond to others in familiar environments

with support, uses personal and social skills when working with peers in planning and performing a freeze frame

with support, creates and performs a dramatic representation using aspects of:

• role
• situation
• focus

with explicit direction, uses appropriate interaction skills to listen and respond to others in familiar environments

with direction and scaffolding, uses personal and social skills when working with peers in planning and performing a freeze frame

with direction, creates and performs a dramatic role representation using aspects of:

• role
• situation
• focus

When writing, students use familiar words and phrases and images to convey ideas

Students writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops

Students correctly form known upper- and lower-case letters

Students identify and describe the different emotions people experience

purposefully uses familiar and topical words, phrases and images in their writing to convey ideas

purposefully and accurately uses:

• letter and sound knowledge
• beginning writing behaviours
• experimentation with capitals and full stops

purposefully uses correct form of know upper- and lower-case letters

identifies and describes with elaboration the range of emotions people experience in different situations

effectively uses familiar words, phrases and images in their writing to convey ideas

effectively uses:

• letter and sound knowledge
• beginning writing behaviours
• experimentation with capitals and full stops

effectively uses correct form of know upper- and lower-case letters

identifies and clearly describes the range of emotions people experience in different situations

uses familiar words, phrases and images in their writing to convey ideas

uses:

• letter and sound knowledge
• beginning writing behaviours
• experimentation with capitals and full stops

uses correct form of know upper- and lower-case letters

identifies and describes the emotions people experience in familiar situations

with support, uses familiar words, phrases and images in their writing to convey ideas

with support, uses:

• letter and sound knowledge
• beginning writing behaviours
• experimentation with capitals and full stops

with support, uses correct form of know upper- and lower-case letters

with support, identifies and describes the emotions people experience in familiar situations

with direction, uses familiar words, phrases and images in their writing to convey ideas

with direction, uses:

• letter and sound knowledge
• beginning writing behaviours
• experimentation with capitals and full stops

with direction, uses correct form of know upper- and lower-case letters

makes directed statements about the emotions people experience in familiar situations

In informal groups and in whole class settings, students communicate clearly*

presents their descriptions of values or responsibilities clearly, confidently and purposefully

presents their descriptions of values or responsibilities clearly and effectively

presents their descriptions of values or responsibilities clearly

presents their descriptions of values or responsibilities

with teacher direction and support, communicates their ideas