Novice
Exercises initiative
 I make choices
 I follow instructions
 I show leadership in small
groups
 I understand the
importance of a positive
learning attitude
Identifies personal goals
 I explain that there is
something that they I need
to learn
 I reflect orally
 I understand the
importance of trying new
things and becoming a risk
taker
Managing Self Rubric
Apprentice
Practitioner
Expert
Exercise initiative
Exercises initiative
Exercises initiative
 I make good choices
 I makes good choices
 I always make good
consistently
choices
 I follow more than one
instruction
 I follow instructions and
 I consistently follow
routines without
instructions and
 I show leadership in
teacher
direction
routines without
whole class situations
teacher direction
 I show leadership
 I can identify qualities
qualities with increasing
 I show leadership
of a positive learning
confidence
qualities effectively and
attitude
with confidence
 I have a positive
learning attitude
 I always display a
positive learning
attitude
Identifies personal goals
Identifies personal goals
Identifies personal goals
 I write personal goals
 I write specific personal
 I write specific long and
goals
short term goals
 I write simple success
criteria
 I write specific success
 I reflect on, evaluate,
criteria
and modify my goals
 I write simple
using my success
reflections
 I reflect honestly and
criteria
realistically on my goals
 I can try some new

I am confident at trying
things and I am
 I am open to trying new
new things and I am a
beginning to become a
things and I am a risk
expert risk taker
risk taker
taker
 Identify specific
 Able to identify next
learning goals based
learning steps with
on evaluation and next
assistance
steps setting
 Set, monitor and
 Able to self monitor and
evaluate a goal with
evaluate next steps
assistance
independently
 Select a goal from a


I am responsible for my own
actions
 I am aware of some of our
rules
 I can talk about my own
behaviour with support
 I am aware that there are
consequences to the
choices I make.
 I need support to share my
opinions

pre-organised or
brainstormed list of
learning intentions
Identify actions
required in order to
achieve goals
Show self awareness of
weaknesses and areas
to develop and begin to
set goals accordingly
I am responsible for my own
actions
 I follow the rules
 I can talk about my own
behaviour
 I understand the
consequences of the
choices I make
 I can state my opinions
I am responsible for my own
actions
 I consistently follow the
rules
 I own my own
behaviour
 I accept the
consequences for the
choices I make
 I can explain my
opinions
Regular, honest and
purposeful reflection
 Independently
checkingwith others for
feedback and seeking
assistance from others
in order to achieve
goals
 Able to set time frames,
decide how to achieve
the goal, who would be
able to help and adjust
the goal as necessary
 Prioritize workload and
goals to meet
milestones along the
way
 Demonstrate ability to
goal set, particularly in
key competencies.
 Recording of goals
could be in written
format, oral or visual
I am responsible for my own
actions
 I always follow the rules
 I am reliable
 I can justify my opinions
I display resilience
 I sulk or engage in
antisocial behaviour if
things don’t work out as I’d
hoped
 I listen to others advice
I can face challenges
 I know when things are
getting difficult for me
 I am using thinking
strategies
I give my personal best
 I am developing an
understanding of ‘my
personal best’
 I sometimes give my
personal best to school
tasks
 I know there is school
benchmarks
I display resilience
 I require time out after
antisocial behaviour
when things don’t work
out as I’d hoped
 I am beginning to listen
to others advice
I can face challenges
 I know when things are
getting difficult for me
and can seek
assistance
 I am developing my
thinking strategy tool
box for problem solving
I display resilience
 I can handle it when
things don’t work out as
I’d hoped
 I can accept advice
from others
I give my personal best
 I understand what ‘my
personal best’ is in
most school situations
 I understand the school
benchmarks and strive
to achieve them.
I give my personal best
 I can establish success
criteria for ‘my personal
best’
 I am aiming towards
achieving all school
benchmarks
I can face challenges
 I know when things are
getting difficult for me
and can make a plan to
overcome the
challenge
 I use thinking strategies
to problem solve
I display resilience
 When things don’t work
out as I planned I can
make another plan
 I can willingly give and
accept advice from
others
I can face challenges
 I know when things are
getting difficult for me
and can make a plan
and follow it through to
overcome the
challenge
 I consistently use
thinking strategies to
problem solve
I give my personal best
 I can honestly assess
myself against my own
‘personal best’ success
criteria
 I always give my
personal best
 I am achieving all
school benchmarks
Thinking Rubric
Novice
Personal thinking
 I am beginning to think
in class
 I understand the
importance of thinking
Apprentice
Personal thinking
 I usually think about the
teachers questions and
what other pupils say
 I can share my ideas
Practitioner
Personal thinking
 I think about the
teacher’s questions and
what other pupils say
and I sometimes share
my thoughts
 I can state my thinking
ideas
Expert
Personal thinking
 I think hard about the
teacher’s questions and
what other pupils say
and I often share my
thoughts
 I can apply my thinking
to new situations
 I can explain my
Thinking tools/strategies
 I know about some
thinking tools
 I can use some thinking
strategies to support my
thinking
Thinking tools/strategies
 I use some thinking
tools when directed
 I can use thinking
strategies to support my
thinking
I ask questions
 I sometimes ask
questions in class
 I am experiencing
inquiry learning
 I can find new things
I ask questions
 I ask questions that
make me, the teacher or
other pupils think about
stuff
 I am beginning to be an
inquiry learner
 I can find new
information
I can record my thinking
 I can usually explain to
the teacher what I’m
thinking
 I can sometimes explain
how I think about things
at school
 I understand the
importance of thinking
 I understand the
importance of a being a
reflective thinker
I can record my thinking
 I can sometimes explain
to the teacher what I’m
thinking
 I don’t know about
thinking about thinking
 I can identify how I think
 I can think about things
Novice
Listening
 I don’t listen well to
Thinking tools/strategies
 I use thinking tools
appropriately,
sometimes without
instruction
 I can select thinking
tools to sort ideas
 I can select thinking
strategies to support my
thinking
I ask questions
 I ask ‘higher order’
questions and try to find
their answers
 I am a developing
inquiry learner
 I am a developing
researcher
I can record my thinking
 I am beginning to write
down what I’m thinking
in my e-portfolio
 I can write about how I
go about thinking
 I am beginning to use,
explain and justify my
thinking
 I am beginning to
reflective on my thinking
thinking ideas and justify
them
Thinking tools/strategies
 I use thinking tools
independently to help
me organize my thinking
 I can independently
select thinking tools to
sort ideas
 I can independently
select thinking strategies
to support my thinking
I ask questions
 I ask ‘higher order’
questions and often find
their answers
 I am a confident inquiry
learner
 I am a confident
researcher
I can record my thinking
 My e-portfolio contains a
lot of my thinking
 I can write freely and
independently about
how I go about thinking
 I can use, explain and
justify my thinking
 I am a reflective thinker
Relating to Others Rubric
Apprentice
Practitioner
Expert
Listening
Listening
Listening
 I am beginning to
 I look at the speaker and
 I think deeply about

others , I don’t look at
people when they are
speaking
I am introduced to the 7
servants
Share ideas
 I can informally share
my views
 I can listen to others
view points
 I can use words to help
others
I ask questions
 I sometimes ask
questions in class
 I am experiencing
inquiry learning
 I can find new things

actively listen to others. I
look at the speaker
I know what the 7
servants are
Share ideas
 I can share my views
and opinions within a
small group
 I can understand that
other people have
different views
 I can listen to other view
points
 I understand the affect
my words have on other
people
I ask questions
 I ask questions that
make me, the teacher or
other pupils think about
stuff
 I am beginning to be an
inquiry learner
 I am finding new
information
Role play
Role play
 I am learning to
 I contribute to a group
contribute to a group
 I can understand
different characters in a
 I can recognise different
characters in a play
play






I think about what they
are saying. I can ask
‘drawing out’ questions
I use the 7 servants to
probe for more
information
Share ideas
I can share my ideas in
whole class discussions
I can listen to others
peoples opinions
I can understand that
other people have
different views
I am beginning to use
words to encourage
people
I ask questions
 I ask ‘higher order’
questions and try to find
their answers
 I am a developing
inquiry learner
 I am a developing
researcher
Role play
 I can take different roles
within a group
 I can play different
characters in a play
what people are saying,
I ask ‘drawing out’
questions and I am able
to paraphrase what
someone has said.
 I confidently use the 7
servants to probe,
phrase and prompt for
more information
Share ideas
 I can capably share my
views and opinions
 I can accept that other
people have different
views to my own
 I encourage others to
share their views
 I can effectively use
words to encourage
people
I ask questions

I ask ‘higher order’
questions and often find
their answers
 I am a confident inquiry
learner
 I am a confident
researcher
Role play
 I am comfortable to be
the leader or group
member
 I can play different roles
when required e.g.
devil’s advocate’, act as
Group work
 I’m not able to work in a
group
 I’m not able to take any
roles within a group
Co-operate/compete
 I’m not sure when to cooperate and when to
compete
 I am being introduced to
competition and cooperative activities
Feedback/feedforward
 I don’t take any notice of
the views of others
 I can recognise the
importance of the
success criteria
Novice
Literacy
Group work
 I can usually work
undirected as part of a
group
 I can recognize the
importance of different
roles within a group
Co-operate/compete
 I get the cooperate/compete
situation correct
sometimes
 I am developing the use
of competition and cooperation
Group work
 I work well in a group in
some roles but not all.
 I am able to work within
a group in various roles
Feedback/feedforward
 I respond to the
feedback of the teacher
 I can give feedback
advice to others against
a success criteria
Feedback/feedforward
 I take on board the
feedback from others
and look for the next
learning steps
 I can give
feedback/feed-forward
advice to others against
a success criteria
Co-operate/compete
 I know when it’s
appropriate to cooperate and when to
compete
 I can use competition to
better myself
 I can use co-operation
to better myself
Understanding Language, Symbols and Text Rubric
Apprentice
Practitioner
Literacy
Literacy
if I’m a different gender
etc
 I can confidently play
different characters in a
play
Group work
 I can work constructively
in a group to achieve a
result
 I can take on
challenging roles within
a group
Co-operate/compete
 I know when it’s
appropriate to cooperate and when to
compete and I can help
others to do the same
 I can successfully use
competition to better
myself
 I can successfully use
co-operation to better
myself
Feedback/feed forward
 I accept
feedback/forward from
others and can often
initiate my own
 I can give meaningful
feedback/feed-forward
advice to others
Expert
Literacy


I know there is school
benchmarks
I understand what some
objects mean
Numeracy
 I know there is school
benchmarks
 I am beginning to use
some basic
mathematical symbols
Inquiry
 I am developing my use
of thinking tools and
thinking strategies
 I need support to use
technologies
Role Play
 I need support to use
movement to express
myself
 I need support to share
my thoughts

I understand the school
benchmarks and strive
to achieve them.
 I can share my ideas
about the meanings of
basic objects
Numeracy
 I understand the school
benchmarks and strive
to achieve them.
 I can use basic
mathematical symbols


I am aiming towards
achieving all school
benchmarks
I can recognize the
meanings of objects


I am achieving all school
benchmarks
I can use and recognize
the hidden meanings of
objects
Numeracy
 I am aiming towards
achieving all school
benchmarks
 I can explain and use
common mathematical
symbols
Inquiry
Inquiry
 I understand some basic
 I am beginning to user a
thinking tools and
variety of thinking tools
thinking strategies
and thinking strategies
 I can use basic
 I am developing my
technologies
skills at using
technologies
Numeracy
 I am achieving all school
benchmarks
 I can explain and use
symbols in everyday
mathematical activities
Role Play
 I am able to use
movement to express
myself
 I can state my ideas
Role Play
 I am able to use
interpretation,
movement and
metaphor to express
myself
 I can justify my opinions
and ideas
Role Play
 I am beginning to use
interpretation,
movement and
metaphor to express
myself
 I am beginning to justify
my opinions and ideas
Inquiry
 I am a competent user
of a variety of thinking
tools and thinking
strategies
 I am an expert at using
technologies
Participating and Contributing Rubric
Novice
Apprentice
Practitioner
School wide community
School wide community
School wide community
 I need support to
 I attempt to participate in
 I participate in some
participate in school
some school
school experiences
experiences
experiences
 I am leader within our
school
 I understand the
 I am developing
importance of leadership
leadership qualities
roles
Learning attitude
Learning attitude
Learning attitude
 I am beginning to
 I am sometimes work
 I am beginning to
successfully work in
alongside others
successfully work
small groups
alongside others
 I understand the
 I need reminding to help
importance of
 I am beginning to
others with their learning
supporting others with
support others with their
their learning
learning
 I need support to stay
can on task during
 I am generally on task
 I can sometimes work
learning activities
during learning and
independently and
complete learning
complete learning
activities
Critical communication
Critical communication
Critical communication
 I need support to
 I can sometimes
 I can express my
express my thoughts
express my thoughts
thoughts and share my
and share my ideas
and share my ideas
ideas
 I need support to state
 I can justify my point of
 I can justify my point of
my point of view
view
view and accept
different view points
Expert
School wide community
 I participate in all school
experiences
 I am a successful leader
within our school
Learning attitude
 I can successfully work
alongside others
 I can support others with
their learning
 I can work
independently and meet
high expectations
Critical communication
 I can confidently
express my thoughts
and share my ideas
 I can confidently justify
my point of view and
accept different view
points