Australian Curriculum – Rubric
Subject:
Science
Year: 3
Levels
A
Excellent
B
Good
C
Satisfactory
D
Partial
E
Minimal
Use their understanding of
the movement of the
Earth, materials and the
behaviour of heat to
suggest explanations for
everyday observations
Use their understanding
of the movement of the
Earth, materials and the
behaviour of heat to
suggest highly accurate
and comprehensive
explanations for everyday
observations
Use their understanding
of the movement of the
Earth, materials and the
behaviour of heat to
suggest mostly accurate
and detailed explanations
for everyday
observations
Use their understanding of
the movement of the
Earth, materials and the
behaviour of heat to
suggest generally accurate
and satisfactory
explanations for everyday
observations
Use their understanding of
the movement of the
Earth, materials and the
behaviour of heat to
suggest partially accurate
and basic explanations for
everyday observations
Use their understanding
of the movement of the
Earth, materials and the
behaviour of heat to
suggest simple
explanations for everyday
observations
Describe features
common to living things
Highly effective
description features
common to living things
Mostly effective
description of features
common to living things
Generally effective
description of features
common to living things
Partially effective
description of features
common to living things
Limited description of
features common to living
things
Describe how they can
use science investigations
to respond to questions
Highly effective
description of how they
can use science
investigations to respond
to questions
Mostly effective description
of how they can use
science investigations to
respond to questions
Generally effective
description of how they
can use science
investigations to respond
to questions
Partially effective
description of how they
can use science
investigations to respond
to questions
Limited description of how
they can use science
investigations to respond
to questions
Mostly accurate and
detailed identification of
where people use science
knowledge in their lives
Generally accurate and
adequate identification of
where people use science
knowledge in their lives
Partially accurate and
basic identification of
where people use science
knowledge in their lives
Elementary identification of
where people use science
knowledge in their
everyday lives
Use their experiences to
pose highly relevant and
focused questions
Use their experiences to
pose mostly relevant
questions
Use their experiences to
pose generally relevant
questions
Use their experiences to
pose marginally relevant
questions
Use their experiences to
pose simple questions
Predict the outcomes of
investigations in a
comprehensively
informed manner
Predict the outcomes of
investigations in a wellinformed manner
Predict the outcomes of
Predict the outcomes of
investigations in a
investigations in a basic
generally informed manner manner
Predict the outcomes of
investigations in an
elementary manner
Criteria
Science Inquiry
Skills
Science as a Human
Endeavour
Science Understanding
(Assessable Elements)
Identify where people use
science knowledge in their Highly accurate and
extensive identification of
lives
where people use
science knowledge in
their lives
Use their experiences to
pose questions and
predict the outcomes of
investigations
Australian Curriculum – Rubric
Subject:
Science
Year: 3
Make formal
measurements and follow
procedures to collect
observations
Make highly accurate and
formal measurements
and follow procedures to
collect observations in a
precise manner
Make mostly accurate and
formal measurements and
follow procedures to
collect observations in a
proficient manner
Make generally accurate
and formal measurements
and follow procedures to
collect observations in a
capable manner
Make partially accurate
and formal measurements
and follow procedures to
collect observations with
guidance
Make formal
measurements and follow
procedures to collect
observations with direction
Present observations in a
way that helps to answer
the investigation
questions
Present observations in a
way that helps to answer
the investigation
questions in a highly
effective and
comprehensive manner
Present observations in a
way that helps to answer
the investigation questions
in a mostly effective
manner
Present observations in a
way that helps to answer
the investigation questions
in a generally effective
manner
Present observations in a
way that helps to answer
the investigation questions
in a partially effective
manner
Present observations in a
way that helps to answer
the investigation questions
with direction
Suggest possible reasons
for their findings
Comprehensively
considered and
discerning suggestion of
possible reasons for their
findings
Well-considered
suggestion of possible
reasons for their findings
Reasonably considered
suggestion of possible
reasons for their findings
Some suggestion of
possible reasons for their
findings
Suggestion of possible
reasons for their findings
with direction
Describe how safety and
fairness were considered
in their investigations
Highly effective
description of how safety
and fairness were
considered in their
investigations
Mostly effective
description of how safety
and fairness were
considered in their
investigations
Moderately effective
description of how safety
and fairness were
considered in their
investigations
Partially effective
description of how safety
and fairness were
considered in their
investigations
Limited description of
how safety and fairness
were considered in their
investigations
Use diagrams and other
representations to
communicate their ideas
Use diagrams and other
representations to
communicate ideas in a
lucid and highly accurate
manner
Use diagrams and other
representations to
communicate ideas in a
clear and mostly accurate
manner
Use diagrams and other
representations to
communicate ideas in a
reasonably clear and
generally accurate manner
Use diagrams and other
representations to
communicate ideas in a
partially clear and partially
accurate manner
Attempts to use diagrams
and other representations
to communicate ideas
with direction
Janet Farrall and Nicole Harding
Last updated 4/8/15