Context: This rubric is a final assessment to inform teachers of students achievement

levels and attainment of unit outcomes/science knowledge and understanding. Unit

included a number of activities from which the teacher could collect evidence to inform
final rubric.

Describe common
materials and
explain why the
properties of such
materials
influence waste
management and
can lead to
pollution
(ACSSU074).

Can describe
methods of waste
management
covered during the
unit and articulate
their benefit or
detriment to the
environment
(ACSHE062).

Can effectively
communicate
scientific ideas and
understandings in
a variety of ways
including posters,
answering
questions,
worsheets and
written and oral
reports
(ACSIS071).
Can articulate how
well predictions
matched results
and explain
proposed reasons
for findings.
Explain reasoning
(ACSIS216).

Beginning
Can list a small
number of
materials
addressed
throughout unit.
Little or no
explanation of why
these effect waste
management can
lead to pollution.
Can recall one or
two waste
management
solutions from
unit.
Limited
explanation as to
why these are
beneficial/detrime
ntal to the
environment.
Is able to
communicate
scientific ideas in a
limited fashion.

Consolidating
Can list most
materials
addressed in unit
Limited
explanation of why
these effect waste
management and
can lead to
pollution.

Can recall three or

more waste
management
methods from unit.
Explains
satisfactorily some
of their
benefits/detriment
s to the
environment.
Can communicate
scientific ideas
through various
means.

Proficient
Lists all materials
addressed in unit.

Exemplary
Lists all materials
addressed in unit.

Provides
acceptable
explanations of
why these
materials effect
waste
management and
can lead to
pollution.
Can recall all waste
management
methods
addressed in unit.

Provides rounded
explanations as to
why these effect
waste
management and
can lead to
pollution.

Competently
explains their
benefits/detriment
s to the
environment.
Limited reasoning
provided.
Can communicate
scientific ideas
through all
expected means.

Competently
explains their
benefits/detriment
s to the
environment and
provides
reasoning.
Can communicate
scientific ideas
through all
expected means.
No work during
unit incomplete.

Two or more
pieces of work
during unit
incomplete.

Less than two

pieces of work
during unit
incomplete.

No work during
unit incomplete

Can verbalise the

difference
between the
predictions and
results.

Can articulate how

well predictions
matched results.

Can explain how

well predictions
matched results.

Offers limited
proposed reasons
for findings.

Articulates
proposed reason
for findings and
backs up with
personal
reasoning.

Does not offer

explanations for
findings.
Explain reasoning
(N/A).

Reasoning
explanation limited

Can recall all waste

management
methods
addressed in unit.

Extra work
completed during
unit.
Can explain in a
sophisticated
fashion how well
predictions
matched results.
Articulates more
than one proposed
reasons for
findings and backs
up with personal
reasoning.

Context: This rubric is designed to show teachers an overall achievement. The learning
outcomes from the Australian Curriculum are illustrated in each individual lesson
throughout the corresponding unit plan.
Teacher assessment tools for unit and rubric
-

Teachers will evaluate through formative and summative assessment practices.

Teachers will assess the students language and literacy understanding using a rubric
(see below).
- Student progress will be an ongoing evaluation throughout the lessons using
questioning, observation and participation in the learning activities both oral and
written (Department for Education and Child Development, 2013).
- For reflection and improvement of unit teachers should use the student assessment
grid.
Rubric for language and literacy understanding:
Criteria

Beginning

Developing

Accomplished

Character and setting

Little or no details of

Developing understanding

Uses descriptive language

characters or setting

of characters and setting.

to show character and

Both are included but only

setting.

name and place provided.

Music and colour to

Not included or shows little

Includes colour and music

Efficiently uses colour and

establish character/mood

or no understanding of how

to develop character and

music to show character

to use music and colour to

mood though still requires

and mood. Demonstrated in

establish character and

scaffolding to use the

both play and storyboard

mood. Not clearly

concept correctly.

(colour only).

demonstrated.

Demonstrated in either play

or storyboard (colour only).

Written understanding

Struggles with the concept

Has developing

Understands the features of

of dialogue in

understanding of the

play and storyboard

play/storyboard writing.

features of play writing.

writing. Uses adequate

Character lines are unclear.

Includes character lines and

descriptive language and

some descriptive language.

the flow of the

Flow of play/storyboard is

play/storyboard is clear.

somewhat clear.
Working with others

Needs scaffolding on the

Works with others quite

Listens to others politely.

turn-taking concept. Needs

well. Usually listens to

Uses the turn-taking

scaffolding on how to

others. Uses the turn-taking

technique well. Provides a

correctly speak to others

technique satisfactorily.

high level of contribution to

when working in a group.

Provides some contribution.

the group work.

Provides little or no
contribution.