Generic rubric template based on the Year 7 Science Achievement Standards
Science as a
Human
Endeavour
Science Understanding
Strand
A
Excellent
B
Good
C
Satisfactory
D
Partial
E
Minimal
Describe techniques to
separate pure substances
from mixtures (ACSSU113)
Highly effective description of
the techniques used to separate
pure substance from mixtures.
Mostly effective description of
the techniques used to separate
pure substance from mixtures.
Moderately effective description
of the techniques used to
separate pure substance from
mixtures.
Partially effective description of
the techniques used to separate
pure substance from mixtures.
Limited description of the
techniques used to separate pure
substance from mixtures.
Represent and predict the
effects of unbalanced forces,
including Earth’s gravity, on
motion (ACSSU117)
(ACSSU118)
Able to predict, explain and
represent the effects of
unbalanced forces on the motion
of an object in a highly
competent manner.
Able to predict, explain and
represent the effects of
unbalanced forces on the motion
of an object in a mostly
competent manner.
Able to competently predict,
explain and represent the effects
of unbalanced forces on the
motion of an object.
Partially able to predict, explain
and represent the effects of
unbalanced forces on the motion
of an object in a competent
manner.
Limited ability to predict, explain
and represent the effects of
unbalanced forces on the motion
of an object.
Explain how the relative
positions of the Earth, sun
and moon affect phenomena
on Earth (ACSSU115)
Explain and model the
relationships between the Earth,
sun and moon in a highly
accurate and highly effective
manner.
Explain and model the
relationships between the Earth,
sun and moon, in a mostly
accurate and mostly effective
manner.
Explain and model the
relationships between the Earth,
sun and moon, in a reasonably
accurate and reasonably
effective manner.
Explain and model the
relationships between the Earth,
sun and moon with partial
accuracy and partial
effectiveness.
Explain and model the
relationships between the Earth,
sun and moon with limited
accuracy and limited
effectiveness.
Analyse how the sustainable
use of resources depends on
the way they are formed and
cycle through Earth systems
(ACSSU116)
(ACSSU222)
Highly logical analysis of how the
sustainable use of resources
depends on the way they are
formed and cycle through Earth
systems.
Mostly logical analysis of how the
sustainable use of resources
depends on the way they are
formed and cycle through Earth
systems.
Reasonably logical analysis of
how the sustainable use of
resources depends on the way
they are formed and cycle
through Earth systems.
Partially logical analysis of how
the sustainable use of resources
depends on the way they are
formed and cycle through Earth
systems.
Minimal analysis of how the
sustainable use of resources
depends on the way they are
formed and cycle through Earth
systems
Predict the effect of
environmental changes on
feeding relationships
(ACSSU112)
Extensively reasoned and indepth prediction of the effect of
environmental changes on
feeding relationships.
Well-reasoned prediction of the
effect of environmental changes
on feeding relationships.
Adequately reasoned prediction
of the effect of environmental
changes on feeding relationships.
Partially reasoned prediction of
the effect of environmental
changes on feeding relationships
Simply reasoned prediction of
the effect of environmental
changes on feeding relationships.
Able to
classify and organise diverse
organisms based on
observable differences
(ACSSU111)
Consistently demonstrates an indepth knowledge and
understanding of how and why
organisms are classified.
Demonstrates a substantial
knowledge and understanding of
how and why organisms are
classified.
Demonstrates a satisfactory
knowledge and understanding of
how and why organisms are
classified.
Demonstrates a basic knowledge
of how and why organisms are
classified.
Demonstrates a limited
knowledge of how and why
organisms are classified.
Describe situations where
scientific knowledge from
different science disciplines
has been used to solve a
real-world problem.
(ACSHE223)
(ACSHE120)
(ACSHE224)
Highly effective description of
situations where scientific
knowledge from different science
disciplines has been used
to solve a real-world problem.
Mostly effective description of
situations where scientific
knowledge from different science
disciplines has been used
to solve a real-world problem.
Moderately effective description
of situations where scientific
knowledge from different science
disciplines has been used
to solve a real-world problem.
Partially effective description of
situations where scientific
knowledge from different science
disciplines has been used
to solve a real-world problem.
Limited description of situations
where scientific knowledge from
different science disciplines has
been used to solve a real-world
problem.
Generic rubric template based on the Year 7 Science Achievement Standards
Explain how problems to
solutions were viewed by,
and impacted on, different
groups in society (ACSHE119)
(ACSHE121)
Explain how problems to
solutions were viewed by, and
impacted on, different groups in
society in a comprehensive and
insightful manner.
Explain how problems to
solutions were viewed by, and
impacted on, different groups in
society in a substantial manner.
Explain how problems to
solutions were viewed by, and
impacted on, different groups in
society in a reasonable manner.
Explain how problems to
solutions were viewed by, and
impacted on, different groups in
society in a basic manner.
Explain how problems to
solutions were viewed by, and
impacted on, different groups in
society in a limited manner.
identify questions that can
be investigated scientifically
(ACSIS124)
Highly relevant and
discriminating identification
of questions that can be
investigated scientifically.
Mostly relevant and pertinent
identification of questions that
can be investigated scientifically.
Reasonably relevant and credible
identification of questions that
can be investigated scientifically.
Some relevance and some
credibility in the identification
of questions that can be
investigated scientifically.
Little relevance and minimal
credibility in the identification
of questions that can be
investigated scientifically.
Plan fair experimental
methods, identifying
variables to be changed and
measured.
Plans a highly structured and indepth experimental method.
Plans a well-structured and
detailed experimental method.
Plans a moderately structured
and adequate experimental
method.
Plans a partially structured and
basic experimental method.
Attempts to plan a simple
experimental method.
Highly effective description of
how safety was considered.
Mostly effective description of
how safety was considered.
Moderately effective description
of how safety was considered.
Partially effective description of
how safety was considered.
Limited description of how safety
was considered.
Judiciously selects equipment
that improves fairness and
accuracy.
Carefully selects equipment that
improves fairness and accuracy.
Adequately selects equipment
that improves fairness and
accuracy.
Selects equipment that improves
fairness and accuracy with
guidance.
Selects equipment that improves
fairness and accuracy with
direction.
Science inquiry Skills
Describe how they
considered safety
(ACSIS125)
Select equipment that
improves fairness and
accuracy
(ACSIS126)
Draw on evidence to support
their conclusions
(ACSIS132)
Comprehensive analysis of data
to formulate highly logical and
precise conclusions.
Detailed analysis data to
formulate mostly logical
conclusions.
Satisfactory analysis of data to
formulate reasonably logical
conclusions.
Basic analysis of data to
formulate partially logical
conclusions.
Limited analysis of data with an
attempt to formulate a
conclusion.
Summarise data from
different sources and
describe trends
(ACSIS130)
Refer to the quality of their
data when suggesting
improvements to their
methods (ACSIS131)
Highly logical and concise
summary of data from different
sources and highly effective
description of trends.
Critically evaluates the quality of
data and suggests a range of
highly appropriate and
convincing improvements.
Mostly logical summary of data
from different sources and
mostly effective description
of trends.
Logically evaluates the quality of
data and suggests mostly
appropriate improvements.
Generally logical summary of
data from different sources and
reasonably effective description
of trends.
Competently evaluates the
quality of data and suggests
improvements that are generally
appropriate.
Partially logical summary of data
from different sources and
superficial description of trends.
Simple summary of data from
different sources and minimal
description of trends.
Basic evaluation of the quality of
data and suggests basic
improvements.
Limited evaluation of the quality
of data. Acknowledges the need
for improvements.
Communicate their ideas,
methods and findings using
scientific language and
appropriate
representations(ACSIS129)
(ACSIS133)
Highly effective communication
of ideas, methods and findings
using scientific language and
highly appropriate
representations.
Mostly effective communication
of ideas, methods and findings
using scientific language and
mostly appropriate
representations.
Generally effective
communication of ideas,
methods and findings using
scientific language and
appropriate representations.
Partially effective communication
of ideas, methods and findings
using scientific language and
basic representations.
Rudimentary communication of
ideas, methods and findings
using scientific language and
simple representations.
Generic rubric template based on the Year 7 Science Achievement Standards
Janet Farrall and Nicole Harding, Last Updated 3/7/2015