Fair Go – Student Rubric
Book title:
Name:
Expected quality
Date:
Indicators of performance
High
Differentiates
between fair and
unfair behaviour
Recognises reasons
or motives that
influence fair
behaviour
Considers
alternative actions
that reflect fairness
Medium
I identified many
examples of fair and
unfair behaviour in the
book.
I did not find any
examples of fair or
unfair behaviour in the
book.


My work included many
explanations of why
people acted unfairly in
the book.
My work included some
explanations of why
people acted unfairly in
the book.
I needed help to
explain the reasons for
people acting unfairly in
the book.



I identified several
different ways people
could behave that
would be fair.
I provided examples of
how getting a fair go
improved outcomes for
people.

Demonstrates an
understanding of a
fair go through own
actions
I identified several
examples of fair and
unfair behaviour in the
book.


Understands that
there are positive
consequences to
having a fair go
Low
I identified one or two
ways that people could
behave that would be
fair.

I provided an example
of how getting a fair go
improved outcomes for
a person.
I was not able to think
of ways that people
could behave that
would be fair.

I was not able to show
how getting a fair go
could make a
difference to people.


I participated in the
setting of goals to give
people a fair go in daily
life.
I did not participate in
setting goals to give
people a fair go in daily
life.



I worked actively at
making sure that I gave
others a fair go when I
interacted with them
and I achieved the
class goals.
I sometimes worked at
making sure that I gave
others a fair go when I
interacted with them
and I met some of the
class goals.
I did not work at
making sure that I gave
others a fair go when I
interacted with them
and I did not meet the
class goals.



I contributed to setting
goals that focused on
giving people a fair go
in daily life.