Assessment Rubric - Early Childhood

This assessment rubric has been developed to support teachers in making judgements about the extent to which students have achieved an outcome, and in developing the experiences so that students are able to demonstrate outcomes.

Links are made between learning outcomes in each learning area, the overarching learning outcomes and values outcomes.

The Assessment Rubric for Early Childhood includes descriptions of outcomes for the four early childhood units:

  • What is lunch?
  • What are you eating?
  • What was that?
  • I’m hungry!

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Health and Physical Education: Knowledge and Understandings
  Level 1   Level 2   Level 3
Identifies healthy foods. Explains why certain foods are eaten at lunch and makes healthy choices from a range of common foods. Describes how certain foods help us to function and to grow. Explains how food groups help us to function and to grow. Analyses food choices according to food groups. Judges which food groups are over or under represented in a lunch.
Health and Physical Education: Self-management skills
  Level 1   Level 2   Level 3
Identifies healthy foods from a range of common foods. Recognises that there are options for food choices. Describes the advantages of different food options. Explains choices of foods.  Explains health benefits of certain foods. Justifies choices of food.
Health and Physical Education: Interpersonal skills
  Level 1   Level 2   Level 3
Demonstrates basic communication and cooperation behaviours e.g. paying attention. Demonstrates basic communication and cooperation skills e.g. taking turns. Uses basic communication and cooperation skills to share experiences. Uses communication and cooperation skills to share feelings and achieve basic needs. Demonstrates communication and cooperation skills that enable themselves to interact with others in a group. Demonstrates basic communication and cooperation skills that contribute to group interactions.
Science: Working Scientifically
  Level 1   Level 2   Level 3
When prompted, tells about their own eating behaviours, favourite foods or family experience. Responds to a teacher question and tells about their observations of what people are eating. Extrapolates from their own experiences in developing a theory about. Identifies some of the factors that need to be considered in a theory. Develops a plan for investigating their theory. Plans an investigation showing ways in which variables can be controlled.
Science: Life and Living
  Level 1   Level 2   Level 3
Identifies food that people of different ages eat. Describes differences in people and their eating patters as babies, students, adolescents, adults and seniors. Describes how people’s needs for food change over time. Explains how people’s needs for food change over time. Describes the differences in people’s needs for food over time. Describes how human systems need and use food.
Science: Natural and processed materials
  Level 1   Level 2   Level 3
With prompts, describes the texture, touch, taste, smell or appearance of food.

With prompts describes the feel, weight, appearance and materials of a lunch box.

With prompts can describe differences in materials and changes in materials.
Describes features of food or features of a lunch box by texture, touch, taste, smell or appearance.

Recognises different materials used in foods or in packaging

Describes ways that different materials are used for different things.

Describes changes in materials.
Puts like things together.

Describes the ways in which materials are grouped.

Describes ways in which materials are used differently.

Describes changes in materials and the effect of those changes.
Groups materials by properties.

Describes the different properties of familiar materials.

Distinguishes between different changes in materials.

Observes and describes the causes and consequences of changes in materials.

Makes connections between the observations and changes that they can see occurring.
Groups materials by structure, property and uses.

Identifies connections between groupings.

Describes changes in materials, structures, properties and uses.

Describes ways in which changes to structures affect changes to properties and uses.

Predicts the effect of changes in materials on their structures, properties or uses.
Makes generalisations about structures, properties and uses of materials based on experiences.

Uses observations to relate the composition of materials to their different properties and relate properties to specific uses.

Relates changes in materials to their changed properties and uses.

Predicts changes that are beyond their experience.
Technology and Enterprise: Technology Process
  Level 1   Level 2   Level 3

Identifies foods they eat. Suggests food they will eat. Shares equipment and ingredients in making a lunch. Tells what foods they liked and didn't like.

Identifies the food eaten by other people and compares it to the food eaten themselves and other members of the class, noting familiar and unfamiliar foods. Generates ideas for lunches.

Prepares lunch safely making adjustments for sharing equipment and ingredients.

Talks about foods they had and hadn’t tried before giving reasons for food preferences.

Explains why they eat certain foods.

Suggests alternatives for food ideas.

Suggests different ways of sharing and using equipment and ingredients.

Lists ingredients needed for foods, tasks undertaken in food preparation.

Discusses ways in which own lunch is different from others’ lunches.

Describes the process undertaken in making foods.

Describes the way in which food is shared with others.

Investigates and identifies who makes decisions about foods eaten, the reasons foods are eaten and how this contributes to health. Generates ideas for lunches and presents them as a menu to share with others.

Considers constraints such as equipment and time needed for preparation. Prepares a list of ingredients and equipment, the steps of the production process and tasks required in order to prepare lunch. Compares own lunch with those prepared by others. Discusses processes used for making the food and the impact of sharing the food.

Identifies different roles for food buyers, food packers and self in decision making about foods eaten, how they are eaten and their healthiness.

Recognises differences in own and others’ needs for food.

Considers ways in which different food options meet those needs.

Examines and identifies difficulties individuals may confront in planning lunches that consider all elements of health. Identifies how lunches vary because of people’s needs.

Identifies ways of overcoming difficulties for buyers and packers in preparing lunches. Considers a range of options for lunch.

Assesses how well lunch options meet food needs for self and other.

Technology and Enterprise: Materials
  Level 1   Level 2   Level 3

Identifies food eaten by self for lunch.

 

Helps make lunch food.

Identifies foods suitable for eating at lunch by self and others.

Hygienically prepares food using tools appropriately.

Identifies different qualities of foods and explains why they like eating these foods.

Selects and uses equipment safely and hygienically when preparing a simple lunch.

Describes the smell, taste, texture and sound of different foods and explains why people like eating different foods using these understandings.

Selects and uses appropriate equipment and tools safely and hygienically when preparing a simple, nutritious lunch.

Explains how the qualities of the foods contribute to the planning of attractive and acceptable meals.

Safely and carefully selects and uses appropriate equipment.

Uses the Australian Guide to Healthy eating pie chart to group foods and explains how this contributes to the planning of attractive and acceptable nutritious meals.

Safely and carefully uses suitable equipment with greater control over skills such as cutting, mixing or combining.

Technology and Enterprise: Information
  Level 1   Level 2   Level 3

Identifies ways in which information is presented (e.g. identifies a recipe, a chart, a story)

With support presents information in a previously chosen format.

Understands that information can be presented in different ways (e.g. recipe cards, recipe books, recipes on the internet).

Presents information in words, diagrams and pictures.

Chooses information from several sources.

Identifies the features of information that is presented in a particular way.

Presents the same information in two different forms.

Identifies the common features of information regardless of the form in which it is presented.

Selects way of sharing information.

Presents information in different forms.

Explains the features of information and the purposes of each feature.

Identifies the information to be presented, chooses appropriate information, selects presentation method and presents information considering the audience to whom it is presented.

Explains why information is presented in a particular way.

Identifies the type of information to be presented, considers ways of presenting it, selects appropriate information and presentation method, presents it making modifications as required, considering the audience to whom it is presented.

Technology and Enterprise: Systems
  Level 1   Level 2   Level 3

Identifies the steps involved.

Understands that information can be presented in different ways (e.g. recipe cards, recipe books, recipes on the internet).

Presents information in words, diagrams and pictures.

Describes the system for eating lunch, making food.

Describes a particular element of the system and the sub-system of that element.

Identifies the elements of the system including the roles of people, equipment, ingredients, containers and settings.

Explains the interaction between two parts of the system.

Identifies the consequences of changes to any part of the lunch system on the whole system.

Technology and Enterprise: Enterprise
  Level 1   Level 2   Level 3

Uses resources in a trial and error process to develop a design.

Communicates ideas orally.

Develops designs through trial and error, drawing upon past experiences.

Chooses resources for identified purpose.

Communicates ideas orally and through drawings.

Plans design drawing upon past experiences and considering available resources.

Develops ideas while implementing the plan, accommodating for changes in resources.

Reflects on ideas and products.

Generates ideas and compares alternatives.

Plans a means for developing a solution.

Is beginning to appreciate that resources and tools are limited and need to be shared.

Reflects on their ideas and processes and makes suggestions for improvements.

Identifies purposes for products, processes, systems and information.

Designs products, processes, systems and information to meet the needs.

Develops ideas to meet the design needs.

Adapts ideas as products, processes, systems and information develops.

Explains and justifies adaptations made.

Collects, organises and analyses information about products, processes, systems and information.

Considers how particular ideas and practices meet certain needs and realise opportunities.

Integrates a variety of ideas into their designs.

Considers influencing factors and constraints. Initiates some simple risk-management procedures.

Is beginning to experiment with how to communicate and resource solutions to justify selections made.

Technology and Enterprise: Technology Skills
  Level 1   Level 2   Level 3

Experiments with simple tools and equipment in order to achieve a result.

Works through trial and error.

Uses tools and equipment with direction.

Experiments with and uses simple tools and equipment with which they are familiar to develop a solution to a problem.

Works through trial and error until something works.

Uses tools and equipment under constant guidance and supervision.

Identifies skills required and seeks support as needed.

Identifies things that don’t work and seeks alternative ideas for addressing problems.

Uses tools and equipment with guidance and supervision.

Decides on the skills they need and seeks support to gain them.

With assistance, organises tools and equipment needed to complete a task.

Begins to use allocated tools and equipment independently in a safely supervised environment.

Decides on skills needed and seeks support to gain them so that they can independently carry out tasks and processes.

Organises tools, equipment and tasks.

Uses familiar tools and equipment independently in a safely supervised environment.

Independently uses skills to carry out specific tasks and processes.

Uses computers to enhance organisational skills.

Uses tools and equipment independently in a safely supervised environment.

Technology and Enterprise: Technology in Society
  Level 1   Level 2   Level 3

Explains own ideas about the way in which food is prepared and eaten.

Explains own ideas about the way food is eaten, prepared or used, listen to others’ ideas and compare and contrast them.

Explains other people’s ideas about the way in which food is eaten, prepared, used and shared.

Discusses the effects of environments, understandings, and rules on the ways in which people plan, prepare, eat and share lunch.

Identifies ways in which food can be planned, prepared, eaten and shared in order to accommodate environmental needs, personal understandings and different interpretations of lunch rules.

Identifies and explores alternative ways in which food is planned, prepared, eaten and shared in order to maximise its health aspects and aesthetic qualities, reduce the impact on the environment and make the food an effective lunch alternative.

Society and Environment: Investigation, Communication and Participation
  Level 1   Level 2   Level 3

Talks about own experiences.

Suggests ways of finding out more about a topic by asking familiar people.

Sorts information.

When prompted reports observations.

Tells their point of view.

Talks about a topic using information from their own experience.

Suggests ways of finding out more about a topic, by using books, pictures, everyday items or familiar people.

Sorts information into simple categories and talks about ways of organising information.

Identifies objects or information that are similar in some way

Ticks boxes to record behaviours, events or objects they have observed.

Expresses a personal view of the information by writing, drawing or presenting orally their own accounts of what they have learned or experienced personally.

Describes a model or graph in their own words.

Completes generalisations when given sentence beginnings such as ‘Most...’, ‘Some...’

Writes or tells information they deem to be important.

Suggests ways of investigating and collecting information including asking questions of individuals.

Distinguishes between personal views and factual information and gives reasons for differences.

Uses indexes and tables of contents to select relevant information in resources.

Sorts information from different sources into categories and recognises different ways of categorising the information.

Uses focus questions when reading, viewing or interviewing.

Gives reasons for accepting information.

Describes information presented in different formats and explains the impact of the format on the presentation of the information.

Describes differences in information gathered by self and others.

Writes or tells the most important part of a piece of information.

Describes what is going to be investigated and how they will collect information.

Design questions to ask of groups or individuals on a given topic.

Gathers data from talks, simple interviews, surveys and questionnaires with teacher assistance.

Uses key words and subjects in a library search to identify resources.

Contributes photographs, stories, artefacts related to the topic being investigated.

Identifies literal factual information from artefacts, photographs and stories.

Uses indexes, headings and diagrams to select relevant information in resources.

Finds the answers to focus questions when reading, viewing or listening.

Sorts information with others and labels the categories to form clusters of ideas.

Compares information from different sources and identifies differences in information.

Gives reasons for accepting and rejecting information

Explains verbally or in writing one or two reasons for a personal action or opinion.

Talks about differences between their own accounts or descriptions and those of others.

Identifies information required and key ideas on which to focus.

Devises focus questions for key ideas.

Predicts answers to focus questions.

Suggests ways of gathering information in light of predictions.

Plans a process for investigation that incorporates different tasks and accommodates different ways of working in a group.

Identifies key information sources including factual references, stories, photographs, people, and artefacts,

Records information using a provided framework for note taking, audiotaping, videotaping or photographing.

Collects and combines information from more than one source.

Compares information gathered and identifies differences in information and reasons for those differences.

Interprets information, justifying interpretations.

Draws conclusions giving explanation for conclusions.

Explores a topic with a group to identify and cluster ideas and ask questions to clarify a task.

Devises focus questions in groups to guide an investigation.

Suggests answers to focus questions and ways to test the answers through investigation

Prepares and refines a step-by-step plan for their investigation with a group

Contributes alternative ways of achieving tasks to group discussion.

Locates and selects information sources using keywords and subject terms.

Suggests places, people and information sources such as atlases, CD-ROM and encyclopaedias which suit the purpose of the task.

Gives reasons for selecting some data and rejecting other data.

With guidance, records useful information using a variety of techniques (e.g. note-taking, sketching, audiotaping, videotaping or photographing)

Collects and combines information from more than one source in order to make comparisons and to draw a general conclusion.

Interprets data (e.g. analyse surveys, summarise interviews, interpret graphs)

Draws simple conclusions and organises ideas and information logically.

Society and Environment: Culture
  Level 1   Level 2   Level 3

Identifies the food that is eaten by other members of the family.

Describes the food that is eaten in the family for lunch, morning tea and special occasions.

Identifies commonalities and differences between family eating patterns and own eating patterns.

Identifies common elements or and differences in eating patterns between own and others families.

Identifies the cultural character of eating patterns.

Identifies the range and explores the cultural character of different eating patterns.

Society and Environment: Natural and Social Systems
  Level 1   Level 2   Level 3

Identifies elements of the social system which impacts on own lunch eating.
Identifies the way a known game is played.

Identifies elements of a social system (e.g. people, food, lunch room, canteen, lunch basket, lunch box). Identifies personal choices in the way in which they eat and the people with whom they eat.
Identifies the rules of a game of own invention.

Identifies the purposes for lunch rules. Describes how lunch rules are followed or not followed by individual students and some consequences for these behaviours.
Explains the rules of a game of own invention.

Describes the community that is formed by people following the lunch rules. Describes how students use lunch rules to meet needs for food and nutrition, social connections and personal well-being.
Gives reasons for the rules of a game and examples of what may happen if the rules are broken.

Describes how different lunch rules for different people in the community interact with each other (e.g. older students and younger students eating in different areas, teachers supervising lunch). Identifies challenges arising from the interactions of different systems.
Modifies the game to include all players.

Describes the way in which natural systems interact with social systems (e.g. the impact of weather on lunch rules). Describes the barriers which prevent students from following lunch rules and participating in the lunch system.
Describes the responsibilities of each person in the game, including the game master or referee.

Society and Environment-Time, Continuity and Change
  Level 1   Level 2   Level 3

Identifies food eaten according to age.

Describes the food people at different stages or ages eat.

Identifies similarities and differences between foods other people in the family eat and own foods.

Identifies similarities and differences in food preferences at different ages.

Identifies changes in eating patterns over time.

Selects information that describes the changes in eating patters.

Working Mathematically
  Level 1   Level 2   Level 3

Responds to simple mathematical questions.

Asks simple mathematical questions, such as ‘Which food is the favourite?’, ‘Who likes which food?’

Answers their own questions and those posed by others.

Asks mathematical questions such as ‘Which food is the favourite?’

Represents problems in objects and pictures given a framework.

Responds to questions posed by others.

Poses mathematical questions such as ‘Are bananas or apples liked by more children?’

Represents their problems in objects, pictures and in their ‘mind’s eye’.

Responds to ‘What would happen if …?’ type questions.

Uses tables and charts to present information in order to solve a problem.

Explains reasoning behind answers to questions.

Solves problems set by others and also generates some of their own.

Uses a variety of strategies for solving mathematical problems, including drawing a diagram, diagrams and tables.

Focuses on the aspects of the problem that are likely to be important to its solution.

Attempts to explain why they think something mathematical will happen, using ‘because … ’ and tests their conjectures.

Mathematics-ChanceAndData
  Level 1   Level 2   Level 3

Puts things together (e.g. foods) using an obvious similarity.

Puts things that are alike together and describes their likeness.

Identifies how things are alike.

Puts things together in different ways and describes each category or likeness.

Suggests various ways in which information can be sorted. Describes the meaning of the categories by which information is sorted.

Identifies items which do not belong in particular categories and describes why they should be excluded. Manipulates ways of recording information to show food preferences.

Suggests information to be collected, ways of classifying data and ways of recording and interpreting information.

Clarifies categories by identifying criteria which include and exclude data.

 
English: Reading
  Level 1   Level 2   Level 3

Role plays reading, attends to text, identifies familiar words (e.g. food)

Points out words, makes personal connections between words and pictures (‘That’s like when I’), constructs meanings from words and pictures (‘That’s about…’), retells meaning from text.

Identifies and predicts information from pictures, identifies first and last occurrences, recognises the difference between fact and fiction.

Identifies important information, places information in correct sequence, understands function of titles and headings, uses the library to locate information for different purposes, links information, recalls key ideas.

Reads a range of text types about familiar material, identifies the purposes of a text, infers meaning from the text, locates information from titles, headings and pictures.

Reads a range of text types about familiar and unfamiliar things, selects appropriate texts for a purpose, infers meaning even when not explicitly written, distinguishes fact from opinion, finds information in reference material using key words, titles, headings, index.

English: Writing
  Level 1   Level 2   Level 3
Role plays writing.

Uses written symbols to express the main ideas and information

Writes words using invented spelling

Writes words using punctuation and grammatical structures indicating sequence and relationship between events.

Connects ideas and descriptions.

Writes details with connecting ideas.

English: Speaking and Listening
  Level 1   Level 2   Level 3

With prompting, tells what they do or think.

Links ideas from another child with their own experience of understanding.

Uses simple sentences and simple connectives to describe what they do or think.

Indicates that they do not understand by asking questions or by a facial or bodily expression.

Describes what they do or think using adjectives.

Asks and responds to questions to clarify understandings.

Explains what they do or think using adjectives and linking own ideas with those of others.

Asks relevant questions, adds comments to clarify understandings and makes connections with things that have been said.

Draws on ideas previously expressed by self or others to solve a problem.

Asks questions to challenge other people’s thinking

Expresses opinions and participates in problem solving discussions using relative words such as ‘although’, ‘instead of’ and ‘so that’.

Attempts to persuade others of their point of view.