Relevance Rubric
Support teachers in building effective instruction based on relevance of experiences to learners. The three indicators for relevance are: meaningful work, authentic resources,
and learning connections.
Meaningful Work
Lesson requires students
to complete relevant, real-
world tasks that connect
to tasks typically
completed in related
careers
Student Learning
B1S
Teacher Actions
B1T
Authentic Resources:
Lesson includes a range of
sources of information and
requires students to use
information from sources
with relevant, real-world
tasks.
Student Learning
B2S
Learning Connections:
Lesson includes a variety
of opportunities for
students to make
connections between what
they are learning and real-
world applications.
Student Learning
B3S
Teacher Actions
B3T
Learner Engagement Rubric
Support teachers in creating and implementing an effective learner environment that is engaging and aligned to learner needs. The three indicators for learner engagement
are: active participation, learning environment, and formative processes and tools.
Active Participation:
Lesson is designed to
maximize engagement of
all students throughout
the duration of the lesson.
Student Learning
C1S
1 – Beginning
• Student work is procedural and
structured, reflecting a basic
understanding of information learned
during the lesson/unit.
• Student work focuses on class-
specific content, with an emphasis on
building skills, developing
comprehension, or other foundational
skills.
• (Captivate) Teacher states some
relavant ATL Skills and makes limited
interdisciplinary connections
• (Challenge) Teacher provides limited
support for students in being able to
make real world scenario connections to
content studied.
1 – Beginning
• Students mainly engage with one
source of information for the lesson
and/or unit.
• Students use one source to complete
tasks focused on making simple
connections to content.
1 – Beginning
• Students seldom have the opportunity
to engage in content that has explicit
connection to real-world application.
• Some students may attempt to make
connections between content learned
and real-world application, but these
connections are volunteered rather than
included as part of the lesson.
• (Consolidate) Teacher reviews and
summarises what has been taught at
the end of each lesson
• (Consolidate) Teacher explains
connections between current lessons,
and previous learned facts
• (Captivate) Teacher provides limited
opportunities to convey the relevance or
importance of key facts and
relationship to real world application
• (Captivate) Teacher provides limited
opportunities to highlight the ways the
lessons can contribute to their lives
1 – Beginning
• Limited student engagement, with the
exception of hand-raising. Some
students are off-task or have
disengaged from the lesson and arenot
redirected.
• Lesson is teacher led and students
progress through new learning with
some challenges with productivity.
2 – Emerging
• Students think critically about content
and apply information learned to
address a specific task.
• Student work demonstrates
originality.
• Student work requires application of
knowledge learned during the
lesson/unit.
• (Captivate) Teacher models for
students to think critically using
relavant ATL Skills and makes some
interdisciplinary connections
• (Challenge) Teacher supports students
in being able to make superficial real
world scenario connections to content
studied.
2 – Emerging
• Students engage with one primary
source of information for the lesson
and/or unit, and use
secondaryresources to support it.
• Students use one or more sources to
complete real-world tasks focused on
making simple connections tocontent.
2 – Emerging
• Students occasionally engage in
content that has explicit connection to
real-world application.
• Some students begin to articulate the
connections between content learned
and real-world application.
• (Consolidate) Teacher occasionally
reviews and summarises what has been
taught at the end of each lesson,
stating relationships between ideas and
real world application
• (Consolidate) Teacher encourages
some students to make connections
between current lessons, and previous
learned facts, and relationship to real
world application
• (Captivate) Teacher sometimes
conveys the relevance or importance of
key facts and relationship to real world
application
• (Captivate) Teacher sometimes
highlights the ways the lessons can
contribute to their lives
2 – Emerging
• Most students remain focused and on-
task during the lesson. Students answer
questions when asked, but not all
students have the opportunity to
actively respond.
• Lesson is led by the teacher, and
students productively progress through
new learning.
3 – Developed
• Students think critically about content
and apply information learned to
address a range of cross-disciplinary
tasks. Student work demonstrates
creativity and originality.
• Student work requires real-world
predictable and/or unpredictable
application that has a direct connection
to a career in the related field of study.
• (Captivate) Teacher models for
students to think critically using
relavant ATL Skills and makes range of
interdisciplinary connections
• (Challenge) Teacher supports students
in being able to make real world
scenario connections to content studied.
3 – Developed
• Students engage with multiple sources
of information, both primary and
secondary, during a lesson/unit.
• Students use multiple sources of
information to complete real-world
tasks involving comparisons, analysis,
argument, and research.
3 – Developed
• Students engage in content that has
explicit connections to real-
worldapplications.
• Students clearly articulate the
connections between content learned
and real-world application.
• (Consolidate) Teacher reviews and
summarises what has been taught at
the end of each lesson, highlighting
relationships between ideas and real
world application
• (Consolidate) Teacher explains
connections between current lessons,
and previous learned facts, concepts,
skills and relationship to real world
application
• (Captivate) Teacher conveys the
relevance or importance of key facts
ideas, concepts and skills and
relationship to real world application
• (Captivate) Teacher highlights the
ways trhe lessons can contribute to
their lives
3 – Developed
• All students remain on-task,
responding to frequent opportunities for proactively engaged throughout the
active engagement throughout the
lesson.
• Lesson is led by both teacher and
students, and students productively
progress through new learning.
4 – Well Developed
• Students think and act critically to
curate content and apply information
learned to address a range of cross-
disciplinary tasks which are both
creative and original.
• Student work requires the ability to
select, organize, and present content
through relevant products with multiple
solutions.
• (Captivate) Teacher encourages
students to independently think
critically using relavant ATL Skills and
makes meaningful interdisciplinary
connections
• (Challenge) Teacher encourages
students in being able to independently
make real world scenario connections to
content studied.
4 – Well Developed
• Students engage with multiple sources
of information, both primary and
secondary, during a lesson/unit,
including multi-format resources.
• Students select and use a variety of
resources to solve predictable or
unpredictable real-world scenarios.
4 – Well Developed
• Students discover opportunities to
apply content to their lives as well as
real-world application.
• Students independently make
thoughtful connections between content
learned and real-world unpredictable
situations.
• (Consolidate) Teacher encourages
students to independently summarise
what has been taught at the end of
each lesson, and to highlight
relationships between ideas and real
world application
• (Consolidate) Teacher encourages
students to identify connections
between current lessons, and previous
learned facts, concepts, skills and
relationship to real world application
• (Captivate) Teacher encourages
students tomake thouyghtful
connections to the relevance or
importance of key facts ideas, concepts
and skills and relationship to real world
application
• (Captivate) Teacher encourages
students to highlights the ways the
lessons can contribute to their lives
4 – Well Developed
• All students remain on-task and
lesson.
• Students take ownership of learning
new content, actively seeking ways to
improve their own performance.
 Teacher Actions
CT1
Learning Environment:
Classroom environment is
centered around a culture
of respect and
commitment to learning.
Student Learning
C2S
Teacher Actions
Positive, and purposeful
atmosphere created
through effective use of
the 7C's of Effective
Teaching:
Care, Confer, Captivate,
Clarify, Consolidate,
Classroom Management
C2T
Formative Processes and
Tools:
Lesson is tailored to meet
the needs of all students,
including using results
from formative tools and
processes to plan for
differentiated instruction.
Student Learning
C3S
Facilitating Active Participation
• (Captivate) Teacher uses a limited
methods for promoting interaction
amongst few students as they engage
with ideas and materials
• (Captivate) Teacher uses limited
simulations or interactive online
activities to engage few students in
learning
• (Captivate) Teacher provides few
opportunities for few students to use
digital tools to explore, create and
communicate both indvidually and
collaboratively
• (Consolidate) Teacher provides limited
opportunitis for students to reflect on
what they have learned and how they
can improve their own performance
• (Confer) Teacher attempts to
incorporates interactive practices like
reciprocal teaching, collaborative
problem solving and peer feedback
1 – Beginning
• Students rely on peers or teacher for
answers to questions. There is a lack of
evidence of students being required to
persevere in responding to rigorous
tasks or questions.
• Students demonstrate a lack of
respect for peers, teacher, and/or
learning environment.
Managing Activities
• (Classroom Management) Teacher
states, routines and strategies to
systematise classroom processes
• (Classroom Management) Teacher
attempts to ensure that activities run
smoothly, but does not manage
interrruptions and transitions
• (Care) Teacher attempts to foster a
culture that encourages students to
seek and accept help, and persevere
Managing Behaviour
• (Classroom Management) Teacher
states routines and strategies related to
eliciting positive behaviour, but these
are not followed through consistently
• (Classroom Management) Teacher
states needs for high standards for
student conduct, but is not consistent in
holding students to account in a fair and
consistent way
• (Challenge) Teacher requires few
students to try hard, expecially those
who may be disengaged
• (Challenge) Teacher attempts
communicates that when work is
difficult, effort and persistence lead to
personal growth and ultimate success
1 – Beginning
• Lesson includes few instances of
formative assessment to evaluate
students’ mastery of content.
Assessment results indicate that student
growth is minimal.
• Students are partnered or grouped,
but all students receive the same lesson
content, process, and product.
Facilitating Active Participation
• (Captivate) Teacher uses a variety of
methods for promoting interaction
amongst some students as they engage
with ideas and materials
• (Captivate) Teacher uses simulations
or interactive online activities to engage
some students in learning
• (Captivate) Teacher provides
opportunities for some students to use
digital tools to explore, create and
communicate both indvidually and
collaboratively
• (Consolidate) Teacher asks students
to reflect on what they have learned
and how they can improve their own
performance
• (Confer) Teacher incorporates some
interactive practices like reciprocal
teaching, collaborative problem solving
and peer feedback
2 – Emerging
• Students exhibit some evidence that
they are beginning to take risks and
persevere in learning rigorous content.
• Students demonstrate respect for the
learning environment, but challenges
exist in demonstrating respect for
peers.
Managing Activities
• (Classroom Management) Teacher
explains, and sometimes models and
implement routines and strategies to
systematise classroom processes
• (Classroom Management) Teacher
sometimes ensures that some activities
run smoothly due to materials being
readily accessible and time being
managed effectively, including during
interrruptions and transitions
• (Care) Teacher fosters a culture that
encourages some students to seek and
accept help for some students
Managing Behaviour
• (Classroom Management) Teacher
explains, and sometimes models and
implement routines and strategies that
elicit positive behaviour
• (Classroom Management) Teacher
states need for high standards for
student conduct, coaches students on
how to meet those standards.
• (Challenge) Teacher requires some
students to try hard, expecially those
who may be disengaged
• (Challenge) Teacher sometimes
communicates that when work is
difficult, effort and persistence lead to
personal growth and ultimate success
2 – Emerging
• Students demonstrate mastery of
content by engaging in formative
assessments that allow for reciprocal
feedback. Assessment results indicate
that student growth is progressing.
• Students are partnered or grouped
and receive some opportunities for
differentiated learning based on
adjusting content, process, and/or
product.
Facilitating Active Participation
• (Captivate) Teacher uses a variety of
methods for promoting interaction
amongst most students as they engage
with ideas and materials
• (Captivate) Teacher uses simulations
or interactive online activities to engage
most students in learning
• (Captivate) Teacher provides
opportunities for most students to use
digital tools to explore, create and
communicate both indvidually and
collaboratively
• (Consolidate) Teacher asks most
students to reflect on what they have
learned and how they can improve their
own performance
• (Confer) Teacher incorporates
relevant interactive practices like
reciprocal teaching, collaborative
problem solving and peer feedback
3 – Developed
• Students are encouraged to take risks
and persevere through productive
struggle. Students are praised for
demonstrating commitment to learning.
• Students demonstrate respect for
peers, teacher, and the learning
environment.
Managing Activities
• (Classroom Management) Teacher
explains, models and implement
routines and strategies to systematise
classroom processes
• (Classroom Management) Teacher
often ensures that activities run
smoothly due to materials being readily
accessible and time being managed
effectively, including during
interrruptions and transitions for most
students
• (Care) Teacher fosters a culture that
encourages most students to seek and
accept help, for most students
Managing Behaviour
• (Classroom Management) Teacher
explains, models and implement
routines and strategies that elicit
positive behaviour
• (Classroom Management) Teacher
establishes and regularly encourages
high standards for student conduct,
coaches students on how to meet those
standards, and holds students to
account in a fair and consistent manner
• (Challenge) Teacher requires most
students to try hard, expecially those
who may be disengaged
• (Challenge) Teacher regularly
communicates that when work is
difficult, effort and persistence lead to
personal growth and ultimate success
3 – Developed
• Students demonstrate mastery of
content by completing a variety of
formative assessments that allow for
reciprocal feedback. Assessment results
indicate that students are meeting
expectations.
• Students are strategically partnered or
grouped based on data. Lesson content,
process, and/or product is clearly
differentiated to support varying and
specific student needs.
Facilitating Active Participation
• (Captivate) Teacher uses a variety of
methods for promoting interaction
amongst all students as they engage
with ideas and materials
• (Captivate) Teacher uses simulations
or interactive online activities to engage
all students in learning
• (Captivate) Teacher provides
opportunities for all students to use
digital tools to explore, create and
communicate both indvidually and
collaboratively
• (Consolidate) Teacher asks students
to reflect on what they have learned
and how they can improve their own
performance
• (Confer) Teacher incorporates
relevant interactive practices like
reciprocal teaching, collaborative
problem solving and peer feedback
4 – Well Developed
• Students are encouraged to take risks
and persevere through productive
struggle. Students are provided with
effective feedback to guide them in their
learning.
• Students demonstrate respect for
peers, teacher, and the learning
environment.
Managing Activities
• (Classroom Management) Teacher
consistently explains, models and
implement routines and strategies to
systematise classroom processes,
• (Classroom Management) Teacher
consistently ensures that activities run
smoothly due to materials being readily
accessible and time being managed
effectively, including during
interrruptions and transitions
• (Care) Teacher fosters a culture that
encourages all students to seek and
accept help, for all students
Managing Behaviour
• (Classroom Management) Teacher
consistently explains, models and
implement routines and strategies that
elicit positive behaviour
• (Classroom Management) Teacher
establishes and consistently encourages
high standards for student conduct,
coaches students on how to meet those
standards, and holds students to
account in a fair and consistent manner
• (Challenge) Teacher consistently
requires all students to try hard,
expecially those who may be
disengaged
• (Challenge) Teacher consistently
communicates that when work is
difficult, effort and persistence lead to
personal growth and ultimate success
4 – Well Developed
• Students demonstrate mastery of
content through opportunities to self-
reflect, set learning goals, and share
responsibility for their learning.
• Assessment results indicate that
students are exceeding expected
outcomes.
 Teacher Actions • The AfLT if present, refers only to • The lesson ends with an AfLT, like a • The AfLT effectively summary / • Building on AfLT through the lesson,
1. AfL Using evidence what has been done and does not summary / plenary; reference is made plenary the learning; examples of work the Learning Objectives are extended;
about students' provide an opportunity to reflect on the to the Learning Objectives and Success that exemplify the Learning Objectives students articulate and communicate
knowledge, understanding learning. No exit plenary is conducted Criteria. and Success Criteria are shared; their learning; wider implications and
and skills to inform their students are actively involved, including links are clarified; links made to future
teaching. Sometimes group/peer/self evaluation. learning through summary / plenary
referred to as ‘formative Checking for Understanding
assessment', it usually • (Clarify) Teacher monitors student Checking for Understanding Checking for Understanding Checking for Understanding
occurs throughout the work • (Clarify) Teacher sometimes checks • (Clarify) Teacher often checks • (Clarify) Teacher checks regularly for
teaching and learning • (Challenge) Teacher does not for understanding using techniques such regularly for understanding using understanding using techniques such as
process to clarify student differentiate instructions to provide as questioning, quizzes, exit slips and techniques such as questioning, questioning, quizzes, exit slips and
learning and appropriate levels of challenge for monitoring some studenta work quizzes, exit slips and monitoring monitoring student work
understanding. students at different skill levels • (Clarify) Teacher sometimes asks student work • (Clarify) Teacher asks all students to
2. AoL Students are their • (Challenge) Teacher attempts to some students to check their work • (Clarify) Teacher often asks students check their work against rubric or
own assessors. Students differentiate instructions to provide against peers to check their work against rubric or exemplars
monitor their own appropriate levels of challenge for • (Challenge) Teacher begins to exemplars • (Clarify) Teacher consistently
learning, ask questions students at different skill levels differentiate instructions to provide • (Clarify) Teacher often surfaces surfaces misunderstandings and
C3T and use a range of appropriate levels of challenge for misunderstandings and addresses them addresses them effectively.
strategies to decide what Providing Constructive Feedback students at different skill levels effectively. • (Challenge) Teacher consistently
they know and can do, and • (Clarify) Teacher provides feedback • (Challenge) Teacher often differentiates instructions to provide
how to use assessment for on student work, but not linked to Providing Constructive Feedback differentiates instructions to provide appropriate levels of challenge for
new learning. standards and established criteria for • (Clarify) Teacher provides somewhat appropriate levels of challenge for students at different skill levels
3. AaS Using evidence of success specific, descriptive, concise feedback students at different skill levels
student learning to assess • (Clarify) Teacher feedback on work on student work, linked to standards Providing Constructive Feedback
achievement against focuses on supporting students' and established criteria for success Providing Constructive Feedback • (Clarify) Teacher provides specific,
outcomes and standards. academic performance • (Clarify) Teacher feedback on work • (Clarify) Teacher often provides descriptive, concise feedback on student
• (Clarify) Teacher attempts to sometimes focuses on supporting specific, descriptive, concise feedback work, linked to standards and
customise feedback on students' work students' academic performance on student work, linked to standards established criteria for success
to guide their next steps • (Clarify) Teacher sometimes and established criteria for success • (Clarify) Teacher feedback on work
customises feedback on students' work • (Clarify) Teacher feedback on work always focuses on supporting students'
to guide their next steps often focuses on supporting students' thinking and self directed problem
academic performance solving
• (Clarify) Teacher is able to customise • (Clarify) Teacher consistently
feedback on students' work to guide customises feedback on students' work
their next steps to guide their next steps