Semester One Reports 2023
Year One Judging Standards Data
A B
The student demonstrates
excellent achievement of
what is expected for this
year level.
Describes, in detail, key
ideas, and literal and implied
meaning in a range of texts.
Effectively uses knowledge
of sounds and letters,
high-frequency words,
sentence boundary
punctuation and
Interpreting directionality with phrasing
that reflects meaning when
reading short texts with
unfamiliar vocabulary.
Reads a range of less
predictable texts containing
simple and compound
sentences and supportive
images, with fluency and
intonation.
Text structure Describes and discusses,
with detail, features of
characters, settings and
events in different types of
literature.
Student Name: ________________________________
ENGLISH
C D E
The student demonstrates The student demonstrates The student demonstrates The student demonstrates
high achievement of what satisfactory achievement of limited achievement of very low achievement of
is expected for this year what is expected for this year what is expected for this what is expected for this
level. level. year level. year level.
READING
Describes key ideas, and Recalls key ideas, and Recalls some ideas, and Does not meet the
recognises literal and recognises literal and implied recognises literal meaning requirements of a D grade.
implied meaning in a range meaning in texts. in texts.
of texts.
Uses knowledge of sounds Uses knowledge of sounds and Uses limited knowledge of
and letters, high-frequency letters, high-frequency words, sounds and letters,
words, sentence boundary sentence boundary punctuation high-frequency words and
punctuation and and directionality to make directionality, attempting
directionality to monitor meaning when reading. to read short texts with
meaning when reading familiar vocabulary.
short texts.
Reads short, less Reads short texts with some Reads short texts with
predictable texts containing unfamiliar vocabulary, simple familiar vocabulary aloud
some unfamiliar and compound sentences and with limited fluency.
vocabulary, simple and supportive images, with
compound sentences and developing fluency.
supportive images, with
fluency.
Describes and discusses Describes characters, settings Identifies characters, Does not meet the
features of characters, and events in different types of settings and events in requirements of a D grade.
settings and events in literature. short, familiar texts.
different types of literature.
 Identifies that texts serve
different purposes and
describes the features of
organisation that help serve
that purpose.
Discusses the purpose and
differences between
imaginative, informative and
persuasive texts.
Responds to texts, and
describes connections made
between personal
experiences, information,
Use of evidence characters and main events
in texts.
Describes reasons for
personal preferences, using
evidence, for specific texts.
Uses elements of visual
language to read, explain key
Interpreting ideas, and describe literal
and implied meanings in a
range of texts.
Describes elements of visual
language that help serve the
text’s purpose and
organisation.
Discusses the purpose and
differences between a range
Text structure of visual texts.
Uses elements of visual and
written language to describe
characters, settings and
events in different types of
literature.
Use of evidence Describes, clearly and using
detail, connections to
personal experiences when
Identifies that texts serve Identifies that texts serve With assistance, identifies
different purposes and different purposes and that this simple elements of text
discusses how this affects affects how they are organised. structure and organisation.
organisation.
Identifies the different Identifies the different purposes Recognises that
purposes of texts and of texts. imaginative and
outlines some differences. informative texts are
different.
Describes connections to Makes connections to personal Identifies some characters Does not meet the
personal experiences when experiences when explaining and events in short texts requirements of a D grade.
explaining information, information, characters and and, with prompting,
characters and main events main events in short texts. refers broadly to some
in short texts. simple connections made.
Describes reasons for States a reason for a personal States a preference for a
personal preferences for preference for specific texts. specific text.
specific texts.
VIEWING
Uses elements of visual Uses elements of visual Recognises key ideas and Does not meet the
language to read, recall key language to read, recall key literal meaning in visual requirements of a D
ideas, and describe literal ideas, and recognise literal and texts. grade.
and implied meanings in a implied meanings in texts.
range of texts.
Identifies elements of Identifies some elements of Recognises some Does not meet the
visual language that help visual language that help serve elements of visual requirements of a D
serve the text’s purpose and the text’s purpose and language in texts that grade.
organisation. organisation. serve different purposes.
Identifies the different Identifies the different purposes Recognises the purpose of
purposes of a range of of a small range of visual texts. a familiar visual text.
visual texts and outlines
some differences.
Uses some elements of Uses visual elements to describe Identifies characters,
visual and written language characters, settings and events settings and events in
to describe characters, in different types of literature. different types of visual
settings and events in texts.
different types of literature.
Describes connections to Makes connections to personal Identifies some characters Does not meet the
personal experiences when experiences when explaining and events in visual texts requirements of a D
explaining information, information, characters and and, with prompting, grade.
 explaining information,
characters and main events
in visual texts.
Innovates on elements of
Creating texts visual language from
familiar texts when creating
text.
Creates simple texts, using
written, spoken, digital and
multimodal forms of
Text structure communication,
demonstrating a clear and
purposeful connection
between writing, speech and
images.
Creates short texts for a
small range of purposes
using elements of structure
appropriate to the task.
Develops ideas, events and
Language characters by using simple
features verbs, adverbs, nouns and
adjectives.
Accurately spells an
increasing number of one or
Spelling two syllable words, high-
frequency words and words
with more difficult spelling
patterns.
Uses capital letters and full
stops with some accuracy
Punctuation and is beginning to
experiment with some
additional punctuation.
Creating and Creates detailed oral texts,
responding for specific purposes,
characters and main events main events in visual texts. refers broadly to some
in visual texts. simple connections made.
Explores elements of visual Uses elements of visual Recalls elements of visual Does not meet the
language from familiar language from familiar texts language from familiar requirements of a D
texts when creating text. when creating text. texts when creating text. grade.
CREATING AND WRITING
Creates simple texts, using Creates simple texts, using Creates short, simple Does not meet the
written, spoken, digital and written, spoken, digital and texts using writing, requirements of a D
multimodal forms of multimodal forms of speech, images and grade.
communication, communication, demonstrating software.
demonstrating a clear a connection between writing,
connection between speech and images.
writing, speech and images.
Creates short texts for a Creates short texts for a small Recognises the purpose
small range of purposes range of purposes with and creates a short,
using some elements of beginning use of structure simple text.
structure appropriate to the appropriate to the task.
task.
Provides details about Provides details about ideas, Provides some detail Does not meet the
ideas, events and events and characters using about events and requirements of a D
characters, using simple simple nouns and verbs. characters. grade.
verbs, adverbs, nouns and
adjectives.
Accurately spells an Accurately spells some Attempts to spell Does not meet the
increasing number of high- high-frequency words and high-frequency words and requirements of a D
frequency words and words words with regular spelling spells phonetically. grade.
with regular spelling patterns.
patterns.
Uses capital letters and full Uses capital letters and full Makes some use of Does not meet the
stops with some accuracy. stops. capital letters and full requirements of a D
stops. grade.
SPEAKING AND LISTENING
Creates oral texts, for Creates short oral texts, for a Attempts to create short Does not meet the
specific purposes, showing small range of purposes, oral texts, showing requirements of a D
 showing a clear
understanding of the
connection between writing,
speech and images.
Delivers detailed
presentations on a range of
topics, using appropriate text
structure.
Discusses ways characters in
familiar texts are created
through language and
images, giving detailed
reasons for personal
preference.
Effectively uses appropriate
language features and a
range of interaction skills to
make detailed and relevant
contributions in different
settings.
Communicatio Speaks clearly and audibly,
n skills varying volume, tone and
pace, to familiar and
unfamiliar audiences.
Uses appropriate body
language, gestures and eye
contact.
Can effectively use visual
cues to stay on topic.
Initiates discussions and
participates confidently in
informal and formal
situations about a range of
experiences, using strategies
such as listening, taking
turns and contributing to
others’ ideas.
Effectively uses appropriate
props or multimedia to
an understanding of the
connection between
writing, speech and images.
Delivers presentations on
familiar and learned topics,
using some text structure.
Describes ways characters
in familiar texts are created
through language and
images, giving reasons for
personal preference.
Uses appropriate language
features and a range of
interaction skills to make
relevant contributions in
pair, group and whole class
settings.
Speaks clearly and audibly,
beginning to vary volume,
tone and/or pace, to
familiar and/or unfamiliar
audiences.
Uses some body language,
gestures and/or eye contact.
May use visual cues to stay
on topic.
Actively participates in
informal and formal
situations using strategies
such as listening, taking
turns and contributing to
others’ ideas.
Uses relevant props or
multimedia to support their
showing an understanding of the
connection between writing,
speech and images.
Delivers short presentations on
familiar and/or learned topics.
Identifies ways characters in
familiar texts are created
through language and images,
giving reasons for personal
preference.
Uses appropriate language
features and interaction skills to
make contributions in pair,
group and whole class settings.
Speaks clearly and audibly to
familiar audiences.
Attempts to use some body
language, gestures or eye
contact.
Attempts to use visual cues to
stay on topic.
Participates in informal and/or
formal situations using
strategies such as listening,
taking turns and contributing to
others’ ideas.
Uses props or multimedia to
support their presentation.
limited understanding of grade.
the connection between
writing, speech and
images.
With support, makes short
presentations on familiar
or learned topics.
Provides a personal
preference for a character
in a text.
Attempts to use simple
language features and
interaction skills when
taking part in
conversations and
discussions.
Attempts to speak clearly Does not meet the
and audibly. requirements of a D
grade.
Makes limited attempt to
use
non-verbal behaviours.
Relies on visual cues.
Has limited participation Does not meet the
in class discussions. requirements of a D
grade.
Makes limited use of
visual representations.
 support their presentation.
A B
The student demonstrates
excellent achievement of
what is expected for this
year level.
Fluently counts and orders
numbers to and from 100
and beyond, from any given
starting point, and locates
numbers on a number line.
Applies knowledge of
Number and partitioning to represent
Place Value numbers to and beyond 100
in a variety of ways.
Represents addition and
subtraction problems in a
variety of ways and uses a
range of counting strategies
to solve problems.
Creates, describes, and
continues repeating patterns
involving numbers and
Patterns and objects.
Algebra Creates, continues and
represents number sequences
resulting from skip counting
by twos, fives and tens.
Using Units of Chooses the most
appropriate informal unit to
presentation.
MATHS
The student demonstrates
high achievement of what
is expected for this year
level.
NUMBER AND ALGEBRA
Fluently counts and orders
numbers to and from 100
from any starting point and
locates numbers on a number
line.
Partitions numbers to 100, in
more than one way, using
place value.
Uses a variety of counting
strategies to solve simple
addition and subtraction
problems and represents the
problem in more than one
way.
Continues and describes
simple repeating patterns
involving numbers and
objects.
Continues and describes
number sequences resulting
from skip counting by twos,
fives and tens.
MEASUREMENT AND GEOMETRY
Uses informal units to order
objects by their length or
C D
The student demonstrates
satisfactory achievement of
what is expected for this year
level.
Counts to and from 100 and
locates numbers on a number
line.
Partitions numbers up to 100
using place value.
Uses counting strategies to
carry out simple addition and
subtraction problems.
Continues simple repeating
patterns involving numbers
and objects.
Describes a number sequence
resulting from skip counting
by twos, fives and tens.
Uses informal units to order
objects by their length or
E
The student demonstrates The student demonstrates
limited achievement of very low achievement of
what what
is expected for this year is expected for this year
level. level.
Counts to and from 100, Does not meet the
mostly in order, and requirements of a D
locates some numbers on grade.
a number line.
Partitions some two-digit Does not meet the
numbers using place requirements of a D
value. grade.
Uses concrete materials to
carry out simple addition
and subtraction problems.
Copies a simple repeating Does not meet the
pattern involving numbers requirements of a D
and objects. grade.
Describes some number
patterns with numbers and
objects formed by skip-
counting by twos, fives
and tens.
Uses informal units to Does not meet the
measure objects. requirements of a D
 order objects by their length
or capacity and explains the
Measurement order.
Explains time durations
using more specific
language of time.
Describes and classifies two-
dimensional shapes and
Shape three-dimensional objects,
according to their features,
using everyday language to
justify the classification.
Uses directional language to
Location and move from place to place
Transformation and direct others and applies
this to other locations.
Classifies and explains
Chance outcomes of familiar events
using a range of specific
language to describe chance.
capacity and explains the
order.
Explains time durations
using months, weeks, days
and hours.
Describes and classifies
two-dimensional shapes and
three-dimensional objects,
according to their features,
using everyday language.
Uses directional language to Uses directional language to
move from place to place
and direct others to familiar
locations.
STATISTICS AND PROBABILITY
Classifies outcomes of
simple, familiar events using
some specific language of
chance.
capacity.
Explains time durations using
some language of time.
Describes two-dimensional
shapes and three-dimensional
objects using everyday
language.
move from place to place.
Classifies outcomes of
simple, familiar events using
everyday language of chance.
grade.
Uses everyday language
to describe duration of
time.
Recognises some Does not meet the
two-dimensional shapes requirements of a D
and three-dimensional grade.
objects and describes
some of their obvious
features.
Responds to simple Does not meet the
directional language. requirements of a D
grade.
Classifies some outcomes Does not meet the
of simple, familiar events requirements of a D
using yes or no answers. grade.

HASS
A B C D E
The student demonstrates The student demonstrates The student demonstrates The student demonstrates The student demonstrates
excellent achievement of high achievement of what satisfactory achievement of limited achievement of very low achievement of
what is expected for this is expected for this year level what is expected for this year what what
year level level is expected for this year is expected for this year
level level

HUMANITIES AND SOCIAL SCIENCES SKILLS

Orally poses related
questions and responds
with a detailed explanation.
Questioning and
Independently sorts and
researching
records information and/or
data.
Orally poses relevant Orally poses and responds Orally poses and responds Does not meet the
questions and responds with to questions relevant to the to questions with little requirements of a D
some detail. topic. connection to the topic. grade.
Sorts and records Requires some scaffolding Requires differentiation
information and/or data, with to sort and record and support to sort and
little scaffolding. information and/or data. record information and/or
data.
 Independently selects a way
to represent gathered
information.
Analysing
Independently sequences
events into the correct
order.
Draws conclusions based
on information and/or data
Evaluating to make a detailed
statement.
Communicates information,
elaborates and reflects on
the data collected, and
Communicating selects an appropriate form.
and Reflecting Develops a detailed text to
describe and explain an
event or place.
Identifies, classifies, and
explains the natural,
managed and constructed
features of places.
Geography Identifies and explains
variations in the weather
and seasons for selected
places.
Independently represents Represents gathered Requires differentiation Does not meet the
gathered information in a information in a given and support to represent requirements of a D
given format. format. gathered information in a grade.
given format.
Independently sequences Requires some scaffolding Requires differentiation
events, with some confusion to sequence events. and support to sequence
of order. events.
Draws a conclusion based on Draws a simple conclusion Gives a simple statement, Does not meet the
information and/or data to based on information and/or based on personal requirements of a D
make a general statement. data to make a simple opinions. grade.
statement.
Communicates information Communicates information Has difficulty Does not meet the
and reflects on the data and reflects on the data communicating relevant requirements of a D
collected with some detail, collected, using a given information. grade.
using a given form. form.
Develops a detailed text to Develops a simple text to Requires differentiation
describe an event or place. describe an event or place. and support to develop a
text to describe an event
or place.
KNOWLEDGE AND UNDERSTANDING
Identifies, classifies, and Identifies and classifies the Identifies some features of Does not meet the
describes the natural, natural, managed, and selected places. requirements of a D
managed and constructed constructed features of grade.
features of places. places.
Identifies and describes Identifies and describes the Identifies with support the
variations in the weather and weather and seasons for weather and seasons for
seasons for selected places. selected places. selected places.

HEALTH
A B C D E
The student demonstrates The student demonstrates The student demonstrates The student demonstrates The student demonstrates
excellent achievement of high achievement of satisfactory achievement limited achievement of very low achievement of
what what of what what what
is expected for this year is expected for this year is expected for this year is expected for this year is expected for this year
level level level level level

Being healthy, safe and Explains detailed Describes strategies to use Provides appropriate Repeats the same simple
 strategies to use when
help is needed, outlining
the steps in an appropriate
order.
active
Explains the benefits of
healthy eating and regular
physical activity using
examples to support the
explanation.
Clearly articulates
Communicating and positive, polite and
interacting for health thoughtful responses to
and wellbeing effectively support and
encourage others.
Identifies own emotions
and provides positive
Communicating and
strategies to react to the
interacting for health
emotions in different
and wellbeing
situations.
Explains how rules help
Contributing to healthy
regulate behaviour and
and active communities
support a safe classroom.
when help is needed, with
some elaboration.
Describes the benefits of
healthy eating and regular
physical activity.
Uses positive, polite and
appropriate responses to
support and encourage
others.
Identifies own emotions
and provides positive
strategies to react to the
emotions in a given
situation.
Describes suitable actions
that support a safe
classroom.
ART
strategies to use when
help is needed.
Provides simple examples
of the benefits of healthy
eating and regular
physical activity.
Provides a suitable
response to encourage
others.
Identifies own emotions
and provides a simple,
positive strategy to react
to the emotions in a given
situation.
Identifies suitable actions
that support a safe
classroom.
strategy when help is
needed, regardless of the
situation.
Provides simple examples
of the benefits of either
healthy eating or regular
physical activity.
Does not meet the
Provides a response which
requirements of a D
does not encourage others.
grade.
Does not meet the
Identifies own emotions
requirements of a D
and, with assistance,
grade.
provides a simple,
positive strategy to react
to the emotions in a given
situation.
Does not meet the
Identifies a suitable action
requirements of a D
that supports a safe
grade.
classroom.
 A B
The student demonstrates The student demonstrates
excellent achievement of high achievement of
what is expected for this what
year level is expected for this year
level
C D E
The student demonstrates The student demonstrates The student demonstrates
satisfactory achievement limited achievement of very low achievement of
of what is expected for this what what
year level is expected for this year is expected for this year
level level

Purposefully uses a
combination of visual art
elements such as shape,
colour, line, space and
texture to express ideas on
a given theme.
Ideas
Uses a combination of
materials, to explore and
refine techniques and
technologies, and clearly
expresses ideas related to
a given theme.
Combines organic and/or
Skills and Production
geometric shapes to create
an effective arrangement
for a given purpose.
MAKING
Uses a combination of Uses some visual art Shows rudimentary use of Does not meet the
visual art elements such as elements such as shape, some visual art elements requirements of a D grade.
shape, colour, line, space colour, line, space and such as shape, colour,
and texture to express texture to share simple line, space and texture to
ideas on a given theme. ideas. offer an idea.
Uses and explores a Uses materials, techniques With guidance, engages
combination of materials, and technologies to with materials, techniques
techniques and express a simple idea and technologies.
technologies to express related to a given theme.
ideas related to a given
theme.
Combines organic and/or Combines organic and/or Places shapes in a random Does not meet the
geometric shapes to create geometric shapes to create arrangement. requirements of a D grade.
a considered arrangement a simple arrangement for
for a given purpose. a given purpose.

Uses a variety of line
types for different effects.
Purposefully chooses
from a given range of
colours and creates other
colours for a given
purpose.
Independently creates
different types of texture
within artwork.
Explores ways of using
space in artwork with a
simple, effective result.
Explores and experiments
Uses a variety of line Uses lines, mainly to Uses lines, with some
types, predominantly to outline. control.
outline.
Chooses from a given Chooses from a given Chooses from a given
range of colours and range of colours and range of colours for a
creates a few other explores creating a few given purpose.
colours for a given other colours for a given
purpose. purpose.
Creates different types of Creates some different With teacher assistance,
texture within artwork. textures within artwork. creates some different
textures within artwork.
Explores ways of using Explores ways of using Creates artwork that
space in artwork with a space in artwork. indicates little exploration
simple result. of space.
Explores and experiments Explores and experiments Explores some simple
 with techniques to create
effective artwork.
Identifies a range of
appropriate personal and
community locations as
suitable for displaying
different types of artwork.
Responding
Makes a personal
response to artwork by
expressing their own
feelings and relevant
reasoned ideas.
with techniques to create with some techniques to techniques to create
artwork. create artwork. artwork.
RESPONDING
Identifies a range of Identifies some Suggests inappropriate Does not meet the
appropriate places in appropriate places in places for artwork to be requirements of a D grade.
personal environment as personal environment to displayed.
suitable to display display different types of
different types of artwork. artwork.
Makes a personal Makes a personal Needs prompting to Does not meet the
response to artwork by response to artwork by express their own feelings requirements of a D grade.
expressing their own expressing their own or simple ideas about
feelings and relevant feelings or simple ideas. artwork.
ideas.

DESIGN AND TECHNOLOGIES

A B
The student demonstrates The student demonstrates
excellent achievement of high achievement of
what is expected for this what
year level is expected for this year
level
C D E
The student demonstrates The student demonstrates The student demonstrates
satisfactory achievement limited achievement of very low achievement of
of what is expected for this what what
year level is expected for this year is expected for this year
level level

KNOWLEDGE AND UNDERSTANDING

Identifies people that
produce familiar products
Technologies and and services, with
society sequenced examples of
the production process.
Uses technology to
Engineering principles
Identifies people that Identifies people that Recalls some people that Does not meet the
produce familiar products produce familiar products produce familiar products requirements of a D
and services, with and services, recalling and services. grade.
examples of some of the some simple stages of the
stages of the production production process.
process.
CONTEXTS
Uses technology to Uses technology to Uses technology to Does not meet the
 explore moving objects explore moving objects explore moving objects explore moving objects requirements of a D
efficiently and accurately and predicts the reactions, without consideration of without consideration of grade.
and systems predicts the reactions, making adjustments. the reactions. the reactions.
making adjustments.
Explores, observes and Explores, observes, Explores, observes and Explores and selects Does not meet the
justifies material choices identifies and selects selects materials to use for materials to use for requirements of a D
Materials and to use for construction suitable materials to use construction based on construction with minimal grade.
technologies based on material for construction based on material characteristics consideration of
specialisations characteristics and material characteristics and behaviours. characteristics or
behaviours. and behaviours. behaviours of materials.
PROCESSES AND PRODUCTION SKILLS – CREATING SOLUTIONS BY:
Explores efficient Explores and describes Explores opportunities Explores simple designs Does not meet the
Investigating and opportunities when opportunities when when designing products for products or solutions. requirements of a D
defining designing products or designing products or or solutions. grade.
solutions. solutions.
Creates and clearly Creates and Creates and Develops and Does not meet the
communicates detailed communicates detailed communicates design communicates simple requirements of a D
design ideas through design ideas through ideas through describing, design ideas. grade.
Designing describing, labelled describing, drawing, drawing, modelling and/or
drawing, modelling and/or modelling and/or a a sequence of written or
a sequence of written or sequence of written or spoken steps.
spoken steps. spoken steps.
Works safely using given Works safely using given Works safely using given Uses given components Does not meet the
components and a variety components and components and and equipment to make requirements of a D
Producing and of equipment to equipment while equipment to make simple solutions; requires grade.
implementing efficiently follow a plan to following a plan to make solutions. guidance to work safely.
make solutions. solutions.
Provides personal Provides personal Provides personal Provides brief personal Does not meet the
preferences to evaluate preferences to evaluate the preferences to evaluate preferences to evaluate requirements of a D
the success of design success of design the success of design simple design processes. grade.
Evaluating processes and processes and includes a processes.
recommends an general statement for
improvement or change. change.
Consistently works Works independently, or Works independently, or Works independently, or Does not meet the
independently, or with with others when with others when with others when requirements of a D
Collaborating and others when required, to required, to safely create required, to safely create required, to safely create grade.
managing safely create and share and share logically and share sequenced steps and share simple steps for
logically sequenced steps sequenced steps for for solutions. solutions.
for solutions. solutions.