Aspect | Does not yet meet Expectations/ MAKES ATTEMPT 1-29% | Sometimes meets expectations/ EMERGENT 30-59% | Meets Expectations / SATISFACTORY 60-74% | Often exceeds expectations/ COMPETENT 75-89% | Consistently exceeds expectations/ SUPERIOR 90- 100% |
Student Profile | This student has not yet met expectations, and needs intervention. | This student, has shown potential to meet expectations, but needs explicit support in some areas | This student has shown a general capacity to meet expectations, though some support may still be required. | This student shows evidence of exceeding expectations. | This student significantly exceeds expectations and will benefit from additional challenges. |
Snapshots | The student seldom works and plays responsibly and enthusiastically; rarely displays care for self, others and the environment; makes limited use of media to communicate emotions and ideas, and problem solves with guided support. | The student at times works and plays responsibly and enthusiastically; occasionally displays care for self, others and the environment; makes some use of media to communicate emotions and ideas, and problem solves with guided support. | The student often works and plays responsibly and enthusiastically; displays care for self, others and the environment in most situations; makes adequate use of media to communicate emotions and ideas, and problem solves with competence and some degree of creativity. | The student works and plays responsibly and enthusiastically; displays care for self, others and the environment; confidently communicates emotions and ideas through a variety of media, and creatively and competently problem solves. | The student readily assumes responsibility while at work or play; uses initiative in caring for self, others and the environment; makes innovative use of a variety of media to communicate emotions and ideas, solves problems with a high degree of creativity and competence. |
Knowledge Makes connections between ideas and their personal experiences. | Almost never identifies similarities and differences between bodies of knowledge; relates new ideas and concepts to personal experience; has great difficulty applying previously acquired knowledge to new situations; is unable to navigate learning situations independently. | Cannot easily identify similarities and differences between bodies of knowledge; infrequently relates new ideas and concepts to personal experience; has difficulty applying previously acquired knowledge to new situations; is frequently unable to navigate learning situations independently. | Often sees similarities and differences between bodies of knowledge; relates new ideas and concepts to personal experience in most situations; often applies previous knowledge to new information and situations; frequently responds appropriately in new situations that are similar to ones experienced in the past. | Generally makes associations between bodies of knowledge; relates new ideas and concepts to personal experience with relative ease; consistently applies previous knowledge to new information and situations; responds appropriately in new situations that are similar to ones experienced in the past. | Independently sees the interrelatedness among bodies of knowledge; adeptly relates new ideas and concepts to personal experience; effectively applies previous knowledge to new information and situations; readily responds appropriately in new situations that are similar to/different from ones experienced in the past. |
Understand the concept of past, present and future. | Vocabulary rarely captures the concept of time in relating personal experiences; rarely uses time-appropriate adverbs/adverbial phrases (transitions) to sequence and describe personal experiences and events; seldom uses appropriate verb tense when relating experiences and describing events. | Vocabulary may not appropriately capture the concept of time in relating personal experiences; occasionally uses time-appropriate adverbs/adverbial phrases (transitions) to sequence and describe personal experiences and events; sometimes uses appropriate verb tense when relating experiences and describing events. | Often uses vocabulary that appropriately captures the concept of time in relating personal experiences; frequently uses time-appropriate adverbs/adverbial phrases (transitions) to sequence and describe personal experiences and events; often uses appropriate verb tense when relating experiences and describing events in most instances. | Uses vocabulary that appropriately captures the concept of time in relating personal experiences; uses time-appropriate adverbs/adverbial phrases (transitions) to sequence and describe personal experiences and events; uses appropriate verb tense when relating experiences and describing events. | Vocabulary accurately capture the concept of time in relating personal experiences;; creatively and competently uses time-appropriate adverbs/adverbial phrases (transitions) to sequence and describe personal experiences and events; uses complex verb constructs when relating experiences and describing events. |
Understand and appreciate the importance of personal wellness, including the importance of a healthy diet, exercise and hygiene. | Seldom is tidy and neat; pays inadequate attention to personal hygiene; is unable or unwilling to make healthy food choices; has very limited knowledge of the benefits of healthy physical activity; rarely gives appropriately tempered emotional responses to situations; infrequently navigates social situations with competence and confidence; is daunted when faced with challenges and failures; occasionally seeks necessary/needed help and advice. | Sometimes is tidy neat; pays inadequate attention to personal hygiene; is generally unable or unwilling to make healthy food choices; has limited knowledge of the benefits of healthy physical activity; inconsistently gives appropriately tempered emotional responses to situations; sometimes navigates social situations with competence and confidence; is sometimes daunted when faced with challenges and failures; occasionally seeks necessary/needed help and advice. | Often practises good personal hygiene; generally pays adequate attention to personal appearance; makes healthy food choices with prompting; has some knowledge of the benefits of healthy physical activity; gives appropriately tempered emotional responses to most situations; frequently navigates social situations with competence and confidence; recovers quickly from most challenges and failures; in most situations seeks help and advice when necessary. | Practises good personal hygiene; pays adequate attention to personal appearance; makes healthy food choices with occasional prompting; engages in activity that facilitates healthy physical development; gives appropriately tempered emotional responses to situations; navigates social situations with competence and confidence; maintains a positive outlook when faced with challenges and failures; seeks help and advice when necessary. | Practises, and can cite the benefits of, good personal hygiene and making healthy food choices; is outstanding in attention paid to personal appearance; purposefully engages in activity that facilitates healthy physical development; displays a measure of emotional intelligence; navigates social situations with a high degree of competence and confidence; deals with challenges and failures positively; offers help and sound advice. |
Skills Recognise that working and playing safely protects everyone. | Seldom follows rules and established procedures without prompting; is careless in his use of equipment; gives little consideration to personal safety and the safety of others while engaged in activity; seldom encourages peers to work and play safely. | Sometimes follows rules and established procedures without prompting; is often careless in his use of equipment; inconsistently gives consideration to personal safety and the safety of others while engaged in activity; occasionally encourages peers to work and play safely. | Follows rules and established procedures with very little prompting; generally uses equipment with due care; most times considers personal safety and the safety of others while engaged in activity; frequently encourages peers to work and play safely. | Follows rules and established procedures; uses equipment with due care; considers personal safety and the safety of others while engaged in activity; encourages peers to work and play safely. | Routinely follows rules and established procedures; makes innovative use of equipment yet exercises due care/caution (is conscious of safety issues); is reputed for acting to ensure his personal safety and that of others while engaged in activity; advocates for safety during work and play. |
Communicate needs, emotions and ideas in a variety of appropriate ways. | Generally uses inappropriate tone of voice when communicating; generally uses of inappropriate vocabulary, facial expressions and gestures when communicating; generally responds inappropriately to comments and criticisms (challenges and /situations); rarely uses technology and other media responsibly to communicate opinions (thoughts and feelings). | Is prone to use inappropriate tone of voice when communicating; infrequently uses appropriate vocabulary, facial expressions and gestures when communicating; sometimes responds inappropriately to comments and criticisms (challenges and /situations); sometimes uses technology and other media responsibly to communicate opinions (thoughts and feelings). | When communicating, makes frequent use of appropriate: 1) tone of voice, 2) vocabulary, 3) facial expressions and 4) gestures; Often responds appropriately to comments and criticisms (challenges and situations) in most situations; often uses technology and other media responsibly to communicate opinions (thoughts and feelings). | When communicating, uses appropriate: 1) 1) tone of voice, 2) 2) vocabulary, 3) 3) facial expressions and, 4) 4) gestures; Generally responds appropriately to comments and criticisms (challenges and situations); generally uses technology and other media responsibly to communicate opinions (thoughts and feelings). | When communicating, customarily makes effective use of: 1) 1) tone of voice, 2) 2) vocabulary, 3) 3) facial expressions and, 4) 4) gestures; Routinely gives well-crafted and carefully thought out responses to comments and criticisms from others; makes strategic and responsible use of technology and other media to communicate opinions (thoughts and feelings). |
Gather and use information (to answer questions, make choices and complete tasks) | Rarely selects appropriate information sources based on purpose; is often inappropriate in his choice of techniques for gathering and analysing information; rarely makes suitable use of information for answering questions, making choices and completing tasks. | Sometimes selects appropriate information sources based on purpose with assistance; is whimsical in his choice of techniques for gathering and analysing information; sometimes makes suitable use of information for answering questions, making choices and completing tasks. | Often selects appropriate information sources based on purpose; in most cases selects appropriate techniques for gathering and analysing information; often makes suitable use of information for answering questions, making choices and completing tasks. | Generally selects appropriate information sources based on purpose; uses appropriate techniques for gathering and analysing information; makes suitable use of information for answering questions, making choices and completing tasks. | Regularly shows evidence of engaging in critical thought when selecting information sources for various purposes; with acuity, uses appropriate techniques for gathering and analysing information; makes judicious use of information to answer questions, make choices and complete tasks. |
Make simple decisions and choices to solve both personal problems and learning challenges. | Is unable to isolate and describe the problem to be solved; rarely itemises possible solutions; rarely considers possible consequences before taking a decision; needs much guidance to identify the best course(s) of action to be undertaken. | Has difficulty in isolating and describing the problem to be solved; occasionally, itemises possible solutions; sometimes considers possible consequences before taking a decision; some guidance to identify the best course(s) of action to be undertaken. | Isolates and gives general descriptions of the problem to be solved in most situations; is generally able to itemise possible solutions; often considers possible consequences before taking a decision; often chooses the best course(s) of action to be undertaken. | Isolates and describes in broad terms the problem to be solved; itemises possible solutions; generally considers possible consequences before taking a decision; generally chooses best course(s) of action to be undertaken. | Isolates the problem to be solved and describes it in specific terms; itemises very plausible solutions; gives thorough/detailed consideration of possible consequences before taking a decision; routinely chooses best course(s) of action to be undertaken. |
Use a variety of technologies under supervision. | Seldom follows guidelines given for use of technology; makes limited use of technology. | Sometimes follows guidelines given for use of technology; makes some use of technology. | Often follows guidelines given for use of technology in; generally makes appropriate use of technology. | Generally follows guidelines given for use of technology; generally uses technology strategically for a variety of purposes. | Appreciates the importance of following guidelines given for use of technology; uses technology innovatively for a variety of purposes. |
Play imaginatively and constructively. | Makes rare use of everyday items; rarely creates games; has difficulty getting into character as they portray roles; does not create simple virtual scripts for scenarios; rarely expresses thoughts and feelings using verbal and non-verbal forms. | Makes limited use of everyday items; creates games with some encouragement; may get into character as they portray roles; sometimes creates simple virtual scripts for scenarios; occasionally expresses thoughts and feelings using verbal and non-verbal forms. | Makes creative use of everyday items; frequently creates games spontaneously; gets into character as they portray familiar roles; often creates virtual scripts for scenarios in most instances; often expresses thoughts and feelings using creative verbal and non-verbal forms. | Makes creative and innovative use of everyday items; creates games spontaneously; gets into character as they portray roles; generally creates virtual scripts for scenarios; generally expresses thoughts and feelings using creative and unique verbal and non-verbal forms. | Makes creative and innovative use of everyday and virtual items; skilfully creates games; gets into character as they portray real and imagined roles; creates complex virtual scripts for scenarios; adeptly expresses thoughts and feelings using creative and unique verbal and non-verbal forms. |
Work collaboratively and co-operatively with others. | Is generally impatient and distracted as others share their views and ideas; rarely gives others opportunity to assume roles in activities; is not generally respectful of others as (s)he shares views and ideas or is hesitant to voice his opinion; participation in group activities is minimal; is generally impulsive/ imprudent in his use of resources; pays scant attention to conversation etiquette during collaboration; does not attempt to settle disputes in acceptable ways; regularly uses the property of others without first seeking permission. | Is sometimes impatient and distracted as others share their views and ideas; infrequently gives others opportunity to assume roles in activities; is not often respectful of others as when views and ideas are shared or is hesitant to voice his opinion; participation in group activities is infrequent; is often impulsive/imprudent in his use of resources; pays some attention to conversation etiquette during collaboration; may attempt to settle disputes in acceptable ways; sometimes uses the property of others without first seeking permission. | Often listens patiently and attentively to the views and ideas of others; often gives others opportunity to share their views and ideas and assume roles in activities; often shares views and ideas respectfully and confidently; participates responsibly in most group activities; often shares resources with fairly; usually pays attention to conversation etiquette during collaboration; settles most disputes amicably; often seeks permission before using the property of others. | Listens actively to the views and ideas of others; generally gives others opportunity to share their views and ideas and to assume roles in activities; generally shares views and ideas respectfully and confidently; participates responsibly in group activities; generally shares resources fairly; generally pays attention to conversation etiquette during collaboration; generally settles disputes amicably; generally seeks permission before using the property of others. | Listens actively and appreciatively to the views and ideas of others; habitually gives others ample opportunity to share their views and ideas and to assume roles in activities; crafts and convincingly and respectfully presents his views and ideas; is very responsible when participating in group activities; shares resources fairly; displays competence in conversation during collaboration; settles disputes skilfully and amicably; has distinguished himself as one who seeks permission before using the property of others. |
Engage in learning with creativity and imagination. | Is unable to visualize new methods for solving problems and dealing with challenges and using everyday materials in a creative manner to represent ideas; seldom uses dance, music, role play and visual arts to clarify and present thoughts, emotions and ideas; needs much guidance to develop routines for aiding long term retention. | Has some difficulty : visualizing new methods for solving problems; dealing with challenges; using everyday materials in a creative manner to represent ideas. Sometimes uses dance, music, role play and visual arts to clarify and present thoughts, emotions and ideas; needs some guidance to develop routines for aiding long term retention. | Often visualizes new methods for solving problems; dealing with challenges; uses everyday materials in a creative manner to represent ideas; often uses dance, music, role play and visual arts to clarify and present thoughts, emotions and ideas; is often able to develop personal routines for aiding long term retention after shared experiences. | Generally visualizes new and unique methods for solving problems and dealing with challenges; uses everyday materials in a unique and creative manner to represent ideas; uses dance, music, role play and visual arts to clarify and present thoughts, emotions and ideas; develops personal routines for aiding long term retention after individual reflection. | Visualizes new, unique and complex methods for solving problems and dealing with challenges; represents thoughts, emotions and ideas in a variety of innovative modes; effortlessly develops personal routines for aiding long term retention. Is capable of developing routines for aiding long term retention for self and others. |
Disposition Demonstrate basic courtesy in relationships while working and playing with others. | Has difficulty in establishing and maintaining personal boundaries; rarely considers the personal space of others; rarely exchanges greetings and pleasantries. e.g. Good morning; randomly employs appropriate tone of voice and terminology when addressing others; rarely addresses others using their ascribed titles; rarely speaks respectfully of and to others. | Sometimes establishes and maintains personal boundaries; sometimes considers the personal space of others; sporadically exchanges greetings and pleasantries. e.g. Good morning; sometimes employs appropriate tone of voice and terminology when addressing others; sometimes addresses others using their ascribed titles; occasionally speaks respectfully of and to others. | Often establishes and maintains personal boundaries; often respects the personal space of others; often exchanges greetings and pleasantries. e.g. Good morning; generally employs appropriate tone of voice and terminology when addressing others; usually addresses others using their ascribed titles; often instances speaks respectfully of and to others. | Generally establishes and maintains personal boundaries; generally respects the personal space of others; often exchanges greetings and pleasantries. e.g. Good morning. Generally uses appropriate tone of voice and language terminology when addressing others; addresses others using their ascribed titles; generally speaks respectfully of and to others. | Clearly establishes and maintains personal boundaries; defends others’ right to personal space; instinctively uses exchanges greetings and pleasantries. e.g. Good morning. Uses appropriate tone of voice and terminology when addressing others; addresses others using their ascribed titles and appropriate measures of deference; spontaneously willingly speaks respectfully of and to others. |
Joy in and enthusiasm for learning. | Is generally hesitant to engage in learning activities; lacks interest in and an appreciation for learning; generally participates half-heartedly in classroom tasks; sometimes enjoys learning activities; seldom seeks opportunity to learn. | Is sometimes hesitant to engage in learning activities; sometimes lacks interest in and an appreciation for learning; often is disinterested in classroom tasks; sometimes enjoys learning activities; sometimes seeks opportunity to learn. | Is engaged in learning activities; often expresses interest in and an appreciation for learning; often participates wholeheartedly in classroom tasks; often enjoys learning activities; often seeks opportunity to learn. | Is eager to engage in learning activities; expresses interest in and an appreciation for learning; participates wholeheartedly in classroom tasks; enjoys learning activities; seeks opportunity to learn. | Volunteers to engage in learning activities; is enthusiastic about and has a deep appreciation for learning; zealously creates conditions for learning. |
Show increasing self-confidence in a variety of learning and social situations. | Is confused about feelings, thoughts and ideas; doubts his ability to respond in social and learning scenarios; is reluctant to voice opinions; is not comfortable working as part of a group. | Is sometimes aware of feelings, thoughts and ideas; inconsistent ability to respond in social and learning scenarios; sometimes voices opinions; is sometimes comfortable working as part of a group. | Has a general understanding of his feelings, thoughts and ideas; responds confidently in most social and learning scenarios; voices opinions confidently most times; is usually comfortable working as part of a group. | Identifies feelings and organises thoughts and ideas with minimal support; responds with confidence in social and learning scenarios; voices opinions confidently; is comfortable working as part of a group. | Articulates feelings, thoughts and ideas; is reasonably assertive in his responses to social and learning scenarios; comfortably assumes leadership roles while working as part of a group. |
Act responsibly under supervision as a caring steward of the environment. | Makes indiscriminate use of materials and resources; disposes of waste material haphazardly; personal space is sometimes untidy; is sometimes reluctant to participate in environmental projects; sometimes suggests solutions to environmental issues within the school community. | Sometimes uses materials and resources with some level of discretion; sometimes disposes of waste material in appropriate ways; sometimes keeps personal space tidy; sometimes participates willingly in environmental projects; sometimes suggests solutions to environmental issues within the school community. | Often uses materials and resources with discretion; usually disposes of waste material in appropriate ways; generally keeps personal space tidy; often participates willingly in environmental projects; often suggests solutions to environmental issues within the school community. | Generally uses materials and resources conservatively; disposes of waste material in appropriate ways; keeps personal space tidy; participates willingly in environmental projects; suggests solutions to environmental issues within the school community. | Is responsible in his choice and use of materials and resources; researches and chooses most appropriate ways for disposing of waste material; uses his initiative to keep his personal space tidy; eagerly participates in environmental projects; suggests solutions to environmental issues within the school and wider community. |
Demonstrate a willingness to join groups. | Is unsure of himself and his ability to work with others; sometimes doubts that he can add value to the group or activity; hesitates to participate in group activities. | Sometimes exhibits positive self-concept; sometimes demonstrates self- esteem; is sometimes confident in his ability to work with others; sometimes believes that he can add value to the group or activity; may volunteer to participate in group activities if encouraged. | Demonstrates a generally positive self-concept; at times holds himself in high esteem; is ordinarily confident in his ability to work with others; most times believes that he can add value to the group or activity; volunteers to participate in group activities. | Demonstrates a clearly positive self-concept; holds himself in high esteem; is confident in his/her ability to work with others; believes that he/she can add value to the group or activity; volunteers to participate in group activities. | Has a sound sense of self- is keenly aware of his abilities and is reasonable in his expectations of himself; adds significant value to groups of which he is a member. |
Consistently demonstrate fair and equitable habits at work and play. | Seldom demonstrates acts of fair play during games and play; unwilling to allow others to take turns; seldom listens to the views of others with respect; seldom includes others in activity; rarely considers the needs of others; rarely speaks in defence of others when the benefits of doing so are obvious. | Occasionally demonstrates acts of fair play during games and play; sometimes allows others to take turns; in some instances listens to the views of others with respect; sometimes includes others in activity; at times considers the needs of others; speaks in defence of others when the benefits of doing so are obvious. | Often demonstrates acts of fair play during games and play; often allows others to take turns; often listens to the views of others with respect in most instances; often invites others to participate in activity most times; ordinarily considers the needs of others; often speaks in defence of others. | Demonstrates acts of fair play during games and play; allows others to take turns; listens to the views of others with respect; invites others to participate in activity; considers the needs of others; speaks in defence of others when necessary. | Insists on fair play during games and play; advocates for the rights of others’ to be included in activities and to have a voice; shows deep consideration for the needs of others; initiates activities which facilitate inclusiveness. |