Generic rubric template based on the Year 3 English Achievement Standards
Curriculum
Levels
Criteria
(Assessable Elements)
Receptive:
Listening
Reading
Viewing
Productive:
Speaking
Writing
Creating
A
Excellent
1
Advanced
B
Good
2
Proficient
C
Satisfactory
3
Functional
D
Partial
4
Developing
E
Minimal
5
Beginning
Thorough
understanding
Satisfactory
understanding
Partial understanding
Limited understanding
understand how content can be
organised using different text
structures depending on the purpose
of the text
Extensive
understanding
understand how language features,
images and vocabulary choices are
used for different effects
Insightful
understanding
Perceptive
understanding
Satisfactory
understanding
Partial understanding
Minimal understanding
read texts that contain varied
sentence structures, a range of
punctuation conventions, and images
that provide additional information
Highly skilful and highly
effective reading with
extensive
understanding
Mostly effective reading
with thorough
understanding
Generally effective
reading with
satisfactory
understanding
Disjointed reading with
some understanding
Limited reading with
little understanding
identify literal and implied meaning
connecting ideas in different parts of a
text
Consistently insightful
and extensive
identification
Perceptive identification
Adequate identification
Some identification with
guidance
Identification with
direction
select information, ideas and events
in texts that relate to their own lives
and to other texts
Discerning and highly
relevant selection with
insightful reasons for
choice
Mostly relevant
selection with wellconsidered reasons for
choice
Satisfactory selection
with thoughtful reasons
for choice
Basic selection with
some reasons for
choice
Selection with direction
listen to others’ views and respond
appropriately
Consistent and highly
effective listening and
discerning responding
Mostly effective
listening and pertinent
responding
Generally effective
listening and thoughtful
responding
Spasmodic listening
and superficial
responding
Cursory listening and
little responding
understand how language features
are used to link and sequence ideas
Extensive
understanding
Thorough
understanding
Satisfactory
understanding
Partial understanding
Minimal understanding
understand how language can be
used to express feelings and opinions
on topics
Insightful and
comprehensive
understanding
expressed through indepth feelings and
extensively reasoned
opinions
Substantial
understanding
expressed through
perceptive feelings and
well reasoned opinions
Adequate
understanding
expressed through
thoughtful feelings and
adequately reasoned
opinions
Partial understanding
expressed through
some thoughtful
feelings and opinions
Beginning to
understand with
direction
Generic rubric template based on the Year 3 English Achievement Standards
include writing and images in their
texts to express and develop in some
detail experiences, events,
information, ideas and characters
Highly effective and
highly relevant
inclusions expressed in
a highly detailed
manner
Effective inclusions
expressed in a mostly
detailed manner
Satisfactory inclusions
expressed in a fairly
detailed manner
Basic inclusions
expressed in a
superficial manner
Beginning to make
inclusions with direction
create a range of texts for familiar and
unfamiliar audiences
Sophisticated and
extensive range
created, displaying an
insightful understanding
of audience
Wide range created,
displaying a perceptive
understanding of
audience
Adequate range
created, displaying a
thoughtful
understanding of
audience
Partial range created,
displaying some
understanding of
audience
Beginning to create
texts for familiar and
unfamiliar audiences
with direction
contribute actively to class and group
discussions, asking questions,
providing useful feedback and making
presentations
Consistent and highly
effective contributions,
asking highly relevant
questions, providing indepth feedback and
making highly skilful
presentations
Mostly effective
contributions, asking
mostly relevant
questions, providing
pertinent feedback and
making mostly skilful
presentations
Some contributions,
asking obvious
questions, providing
superficial feedback
and making basic
presentations
Limited contributions
made with direction
demonstrate understanding of
grammar and choose vocabulary and
punctuation appropriate to the
purpose and context of their writing
Extensive
understanding of
grammar
Thorough
understanding of
grammar
Satisfactory
contributions, asking
fairly relevant
questions, providing
thoughtful feedback and
making generally
competent
presentations
Satisfactory
understanding of
grammar
Basic understanding of
grammar
Limited understanding
of grammar
Highly effective and
highly appropriate
choice of vocabulary
and punctuation
Mostly appropriate
choice of vocabulary
and punctuation
Reasonably
appropriate choice of
vocabulary and
punctuation
Basic choice of
vocabulary and
punctuation
Beginning to choose
appropriate vocabulary
and punctuation
use knowledge of sounds and high
frequency words to spell words
accurately, checking their work for
meaning
Highly accurate and
sophisticated use of
spelling knowledge with
highly effective and
highly skilful checking
Mostly accurate use of
spelling knowledge with
mostly skilful checking
Moderately accurate
use of spelling
knowledge with
generally competent
checking
Partially accurate use of
spelling knowledge with
superficial checking
Beginning to use
spelling knowledge and
beginning to check
work with direction
write using joined letters that are
accurately formed and consistent in
size
Highly accurate and
highly skilful formation
and consistent size
Mostly accurate
formation and mostly
consistent size
Reasonably accurate
formation and fairly
consistent size
Partially accurate
formation and some
inconsistency of size
Inaccurate formation
and inconsistent size
Last up-dated 15/5/2015