This is a text version of Year 1 rubrics. Along with this accessible version, which you can either print or use online, we also have the same rubrics available as a PDF – Year 1 rubrics (PDF, 162KB)This link will download a file.
The following rubrics provide achievement standards for activities in:
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Topic 1 – Fairness (Year 1)
Activity 5 and 6
Achievement Standard
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English
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HPE
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The Arts (Drama)
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What students do
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Students listen to others when taking part in conversations, using appropriate language features and interaction skills *
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Students demonstrate positive ways to interact with others *
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Students make and present drama using the elements of role, situation and focus in dramatic play and improvisation
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A
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purposefully uses appropriate language features and interaction skills to listen to others when taking part in conversations
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purposefully acts in positive ways to interact with peers when planning and performing a role play
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creates and performs a dramatic role play, with skilful and effective use of:
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B
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effectively uses appropriate language features and interaction skills to listen to others when taking part in conversations
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effectively acts in positive ways to interact with peers when planning and performing a role play
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creates and performs a dramatic role play, with effective use of:
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C
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uses appropriate language features and interaction skills to listen to others when taking part in conversations
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acts in positive ways to interact with peers when planning and performing a role play
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creates and performs a dramatic role play, with use of:
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D
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uses some appropriate language features and interaction skills to listen to others when taking part in conversations
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acts in positive ways with some teacher guidance to interact with peers when planning and performing a role play
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with guidance, creates and performs a dramatic role play using aspects of:
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E
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unevenly uses some appropriate language features and interaction skills to listen to others when taking part in conversations
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with direction, acts in positive ways to interact with peers when planning and performing a role play
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With direction, creates and performs a dramatic role play using aspects of:
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* Denotes that observations for student performance may be required.
Activity 6
Achievement Standard
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English
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What students do
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Students create texts that show understanding of the connection between writing, speech and images
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A
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purposefully creates texts that connect writing, speech and images to explain characters’ thoughts and feelings
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B
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effectively creates texts that connect writing, speech and images to explain characters’ thoughts and feelings
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C
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creates texts that connect writing, speech and images to explain characters’ thoughts and feelings
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D
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with guidance, creates texts that show developing understanding of the connection between writing, speech and images
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E
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with direction, creates texts that show emerging understanding of the connection between writing, speech and images
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Topic 2 – Sharing is a choice (Year 1)
Activity 4
Achievement Standard
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English
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English
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HPE
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What students do
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Students create texts that show understanding of the connection between writing and images
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Students interact in pair, group and class discussions, taking turns when responding*
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Students demonstrate positive ways to interact with others*
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A
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purposefully creates texts that connect writing and images to communicate their sharing preference
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purposefully interacts in pair, group and class discussions and taking turns when responding
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purposefully acts in positive ways to interact with peers when sharing resources
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B
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effectively creates texts that connect writing and images to communicate their sharing preference
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effectively interacts in pair, group and class discussions and taking turns when responding
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effectively acts in positive ways to interact with peers when sharing resources
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C
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creates texts that connect writing and images to communicate their sharing preference
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interacts in pair, group and class discussions and taking turns when responding
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acts in positive ways to interact with peers when sharing resources
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D
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with guidance, creates texts that show developing understanding of the connection between writing and images
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with guidance, interacts in pair, group and class discussions and taking turns when responding
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acts in positive ways with some teacher guidance to interact with peers when sharing resources
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E
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with direction, creates texts that show emerging understanding of the connection between writing and images
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with direction, interacts in pair, group and class discussions and taking turns when responding
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with direction, acts in positive ways to interact with peers when sharing resource
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* Denotes that observations for student performance may be required
Activity 5
Achievement Standard
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Mathematics
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Mathematics
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What students do
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Students carry out simple additions and subtractions using counting strategies
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Students recognise Australian coins according to their value
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A
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carries out simple additions and subtractions using a range of efficient counting strategies (e.g. skip counting, counting on, counting all, counting on from a larger number)
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immediately recognises Australian $2 coins and $5 notes and uses efficient strategies to find the total value of notes or coin
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B
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carries out simple additions and subtractions using efficient counting strategies
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recognises Australian $2 coins and $5 notes and adds notes or coins to find the total value
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C
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carries out simple additions or subtractions using counting strategies
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recognises Australian $2 coins and counts these to find the total value
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D
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carries out aspects of addition and subtraction
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with support, recognises Australian $2 coins and counts coins to find the total value
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E
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with teacher assistance, carries out aspects of additions or subtractions
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with direction, recognises Australian $2 coins and counts coins to find the total value
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Topic 3 – A world with or without sharing (Year 1)
Activity 5 part 1
Achievement Standard
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English
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English
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English
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What students do
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Students create texts that show understanding of the connection between writing and images
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When writing, students provide details about ideas or events
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Students accurately spell high-frequency words and words with regular spelling patterns
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A
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creates a storyboard text that creatively and purposefully captions images with descriptive sentences
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writes descriptive sentences to accompany images which purposefully elaborate on the feelings of characters in different scenarios
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consistency and accurately spells high frequency words, words with irregular spelling patterns and unfamiliar words
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B
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creates a storyboard that effectively captions images with descriptive sentences
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writes descriptive sentences to accompany images which effectively elaborate on the feelings of characters in different scenarios
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consistency and accurately spells high frequency words and words with irregular spelling patterns
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C
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creates a storyboard text that shows an understanding of matching writing with images
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writes descriptive sentences to accompany images which elaborate on the feelings of characters in different scenarios
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accurately spells high frequency words and words with irregular spelling patterns
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D
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with guidance, creates a storyboard text that includes some matching sentences and images
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with guidance, writes sentences that describe the feelings of characters in different scenarios
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with guidance, accurately spells high frequency words and words with irregular spelling patterns
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E
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with direction, creates a storyboard that includes some matching sentences and image
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with direction, writes sentences that describe the feelings of characters in different scenarios
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with direction, accurately spells high frequency words and words with irregular spelling patterns
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Activity 5 part 2
Achievement Standard
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English
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English
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HPE
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What students do
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Students use capital letters and full stops
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Students correctly form all upper- and lower-case letters
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Students identify how emotional responses impact on others’ feelings
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A
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purposefully and consistently uses capital letters and full stops
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purposefully uses correct forms of all upper- and lower-case letters
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identifies and clearly describes how emotional responses impact on others’ feelings
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B
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consistently uses capital letters and full stops
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consistently uses correct forms of all upper- and lower-case letters
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identifies and describes how emotional responses impact on others’ feelings
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C
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uses capital letters and full stops
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uses correct forms of all upper- and lower-case letters
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identifies how emotional responses impact on others’ feelings
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D
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with guidance, uses capital letters and full stops
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uses correct forms of most upper- and lower-case letters
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with guidance, identifies how emotional responses impact on others’ feelings
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E
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with direction, uses capital letters and full stops
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uses correct forms of some upper- and lower-case letters
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with direction, identifies how emotional responses impact on others’ feelings
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Topic 4 – Rules and responsibilities in the classroom (Year 1)
Activity 2
Achievement Standard
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English
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The Arts (Visual arts)
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The Arts (Visual arts)
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What students do
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Students interact in pair, group and class discussions, taking turns when responding
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Students describe artworks they make
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Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes
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A
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purposefully interacts in pair, group and class discussions and taking turns when responding
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provides a clear and detailed description of their artwork
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skilfully and effectively applies the elements and processes of art to make an artwork that clearly expresses an idea or observation
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B
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effectively interacts in pair, group and class discussions and taking turns when responding
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provides a detailed description of their artwork
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effectively applies the elements and processes of art to make an artwork that clearly expresses an idea or observation
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C
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interacts in pair, group and class discussions and taking turns when responding
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describes the artwork they made
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applies the elements and processes of art to make an artwork that expresses an idea or observation
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D
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with guidance, interacts in pair, group and class discussions and taking turns when responding
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with prompting, describes the artwork they made
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with support, applies aspects of the elements and processes of art to makes a simple artwork that expresses an idea or observation
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E
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with direction, interacts in pair, group and class discussions and taking turns when responding
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responds to questions about the artwork they made
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with direction, applies some aspects of the elements and processes of art to makes a simple artwork that expresses an idea or observation
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Activity 2 and 3
Achievement Standard
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English
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HPE
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What students do
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Students create texts that show understanding of the connection between writing and images
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Students describe how to keep themselves and others healthy and safe
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A
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creates a poster with text that purposefully and effectively connects writing with images
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describes in detail how rule following in a range of contexts keeps themselves and others healthy and safe
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B
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creates a poster with text that effectively connects writing with images
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describes how rule following in different contexts keeps themselves and others healthy and safe
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C
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creates a poster with text that connects writing with images
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describes how rule following keeps themselves and others healthy and safe
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D
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with support, creates a poster that connects writing with images
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with support, describes how following a rule keeps themselves and others healthy and safe
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E
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with direction, creates a poster that connects writing with images
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with direction, describes how following a rule keeps themselves and others healthy and safe
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Activity 3
Achievement Standard
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English
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What students do
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Students read aloud, with developing fluency They read short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images *
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A
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clearly and effectively reads short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images aloud with developing fluency
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B
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effectively reads short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images aloud with developing fluency
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C
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reads short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images aloud with developing fluency
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D
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with support, reads short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images aloud with developing fluency
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E
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with direction, reads short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images aloud with emerging fluency
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* Denotes that observations for student performance may be required
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Topic 5 – Spending and saving for needs and wants (Year 1)
Activity 7
Achievement Standard
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Mathematics
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Mathematics
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Mathematics
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What students do
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Students recognise Australian coins according to their value
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Students describe number sequences resulting from skip counting by 2s, 5s and 10s
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Students collect data by asking questions, draw simple data displays and make simple inferences
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A
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immediately recognises Australian coins according to their value and uses efficient strategies to find the total value
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effectively describes number sequences resulting from skip counting by 2s, 5s and 10s from any starting point
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collects and represents data and makes and justifies inferences
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B
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recognises Australian coins according to their value and efficiently counts coins to find the total value
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describes number sequences resulting from skip counting by 2s, 5s and 10s from any starting point
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collects and represents data and makes and explains inferences
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C
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recognises Australian notes and coins according to their value and counts coins to find the total value
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describes number sequences resulting from skip counting by 2s, 5s and 10s
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collects and represents data and makes simple inferences
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D
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with support, recognises Australian coins according to their value and counts coins to find the total value
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with support, describes number sequences resulting from skip counting by 2s, 5s and 10s
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with support, collects data and draws simple data displays and makes simple inferences
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E
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with direction, recognises Australian coins according to their value and counts coins to find the total value
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with direction, describes number sequences resulting from skip counting by 2s, 5s and 10s
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with direction collects data, makes draws simple data displays and makes inferences
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Activity 2
Achievement Standard
|
English
|
HPE
|
The Arts (Drama)
|
What students do
|
Students listen to others when taking part in conversations, using appropriate language features and interaction skills *
|
Students demonstrate positive ways to interact with others *
|
Students make and present drama using the elements of role, situation and focus in dramatic play and improvisation
|
A
|
purposefully uses appropriate language features and interaction skills to listen to others when taking part in conversations
|
purposefully acts in positive ways to interact with peers when planning and performing a freeze frame
|
creates and performs a dramatic role play, with skilful and effective use of:
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B
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effectively uses appropriate language features and interaction skills to listen to others when taking part in conversations
|
effectively acts in positive ways to interact with peers when planning and performing a freeze frame
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creates and performs a dramatic role play, with effective use of:
|
C
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uses appropriate language features and interaction skills to listen to others when taking part in conversations
|
acts in positive ways to interact with peers when planning and performing a freeze frame
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creates and performs a dramatic role play, with use of:
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D
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uses some appropriate language features and interaction skills to listen to others when taking part in conversations
|
acts in positive ways with some teacher guidance to interact with peers when planning and performing a freeze frame
|
with guidance, creates and performs a dramatic role play using aspects of:
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E
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unevenly uses some appropriate language features and interaction skills to listen to others when taking part in conversations
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with direction, acts in positive ways to interact with peers when planning and performing a freeze frame
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with direction, creates and performs a dramatic role play using aspects of:
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* Denotes that observations for student performance may be required
Activity 3 part 1
Achievement Standard
|
English
|
English
|
English
|
What students do
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Students create texts that show understanding of the connection between writing, speech and images
|
When writing, students provide details about ideas or events
|
Students accurately spell high frequency words and words with regular spelling patterns
|
A
|
purposefully creates texts that connect writing, speech and images to explain characters’ thoughts and feelings
|
writes descriptive sentences to accompany photos which purposefully elaborate on the actions, thoughts and feelings of characters in different scenarios
|
consistency and accurately spells high frequency words, words with irregular spelling patterns and unfamiliar words
|
B
|
effectively creates texts that connect writing, speech and images to explain characters’ thoughts and feelings
|
writes descriptive sentences to accompany photos which effectively elaborate on the actions, thoughts and feelings of characters in different scenarios
|
consistency and accurately spells high frequency words and words with irregular spelling patterns
|
C
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creates texts that connect writing, speech and images to explain characters’ thoughts and feelings
|
writes descriptive sentences to accompany photos which elaborate on the actions, thoughts and feelings of characters in different scenarios
|
accurately spells high frequency words and words with irregular spelling patterns
|
D
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with guidance, creates texts that show developing understanding of the connection between writing, speech and images
|
with guidance, writes sentences that describe the actions, thoughts and feelings of characters in different scenarios
|
with guidance, accurately spells high frequency words and words with irregular spelling patterns
|
E
|
with direction, creates texts that show emerging understanding of the connection between writing, speech and images
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with direction, writes sentences that describe the actions, thoughts and feelings of characters in different scenarios
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with direction, accurately spells high frequency words and words with irregular spelling patterns
|
Activity 3 part 1
Achievement Standard
|
English
|
English
|
HPE
|
What students do
|
Students use capital letters and full stops
|
Students correctly form all upper- and lower-case letters
|
Students identify how emotional responses impact on others’ feelings
|
A
|
purposefully uses capital letters and full stops
|
purposefully uses correct forms of all upper- and lower-case letters
|
identifies and clearly describes how emotional responses impact on others’ feelings
|
B
|
consistently uses capital letters and full stops
|
consistently uses correct forms of all upper- and lower-case letters
|
identifies and describes how emotional responses impact on others’ feelings
|
C
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uses capital letters and full stops
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uses correct forms of all upper- and lower-case letters
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identifies how emotional responses impact on others’ feelings
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D
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with guidance, uses capital letters and full stops
|
uses correct forms of most upper- and lower-case letters
|
with guidance, identifies how emotional responses impact on others’ feelings
|
E
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with direction, uses capital letters and full stops
|
uses correct forms of some upper- and lower-case letters
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with direction, identifies how emotional responses impact on others’ feelings
|
Activity 4
Achievement Standard
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English
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What students do
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Students make short presentations on familiar topics
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A
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makes a clear presentation on a valued behaviour with confidence
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B
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makes a clear presentation on a valued behaviour
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C
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makes a short presentation on a valued behaviour
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D
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with support, makes a short presentation on a valued behaviour
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E
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with direction, makes a short presentation on a valued behaviour
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Across the suite of topics
Topics 1, 2, 3, 4, 6
Achievement Standard
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English
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What students do
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Students create short texts for a small range of purposes
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A
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Creates clear and effective texts for a range of purposes
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B
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Creates effective texts for a range of purpose
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C
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Creates short texts for a range of purposes
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D
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With support, creates short texts that partially suit their purpose
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E
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With direction, creates fragmented texts
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