This content is part of official issued curriculum applicable to all curriculum documents, Grades 1 to 12. Educators must also review the curriculum context information specific to their curriculum.

Sample Achievement Charts

Three samples of the achievement chart are provided, from the following subjects/disciplines:

  • The Arts, Grades 1–8
  • Science and Technology, Grades 1–8
  • English, Grades 9–12

These three samples illustrate the consistent characteristics of the performance standards across all subjects and disciplines and across all grades. The samples also illustrate how the achievement chart varies – particularly with respect to the examples provided for the criteria in each category – to reflect the nature of the particular subject or discipline. For instance, the examples for the criterion “Application of knowledge and skills” in the Application category of the achievement chart for the arts include performance skills, composition, and choreography, whereas those for science and technology include investigation skills and safe use of equipment and technology.

As discussed in the preceding sections, the achievement chart identifies four categories of knowledge and skills and four levels of achievement in the particular subject/discipline.

The Achievement Chart for The Arts, Grades 1–8

Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding)
Categories Level 1  Level 2 Level 3 Level 4
  The student:
Knowledge of content (e.g., facts, genres, terms, definitions, techniques, elements, principles, forms, structures, conventions) demonstrates limited knowledge of content demonstrates some knowledge of content demonstrates considerable knowledge of content demonstrates thorough knowledge of content
Understanding of content (e.g., concepts, ideas, procedures, processes, themes, relationships among elements, informed opinions) demonstrates
limited understanding of content
demonstrates some understanding of content demonstrates considerable understanding of content demonstrates thorough understanding of content
Thinking – The use of critical and creative thinking skills and/or processes
Categories Level 1  Level 2 Level 3 Level 4
  The student:
Use of planning skills (e.g., formulating questions, generating ideas, gathering information, focusing research, outlining, organizing an arts presentation or project, brainstorming/ bodystorming, blocking, sketching, using visual organizers, listing goals in a rehearsal log, inventing notation) uses planning skills with limited
effectiveness
uses planning skills with some effectiveness uses planning skills with considerable
effectiveness
uses planning skills with a high degree of effectiveness
Use of processing skills (e.g., analysing, evaluating, inferring, interpreting, editing, revising, refining, forming conclusions, detecting bias, synthesizing) uses processing skills with limited
effectiveness
uses processing skills with some
effectiveness
uses processing skills with considerable
effectiveness
uses processing skills with a high degree of effectiveness
Use of critical/creative thinking processes (e.g., creative and analytical processes, design process, exploration of the elements, problem solving, reflection, elaboration, oral discourse, evaluation, critical literacy, metacognition, invention, critiquing, reviewing) uses critical/
creative thinking
processes with limited effectiveness
uses critical/
creative thinking
processes with some effectiveness
uses critical/
creative thinking
processes with considerable effectiveness
uses critical/
creative thinking
processes with a high degree of effectiveness
Communication – The conveying of meaning through various forms 
Categories Level 1  Level 2 Level 3 Level 4
  The student:
Expression and organization of ideas and understandings in art forms (dance, drama, music, and the visual arts), including media/ multimedia forms (e.g., expression of ideas and feelings using visuals, movements, the voice, gestures, phrasing, techniques), and in oral and written forms (e.g., clear expression and logical organization in critical responses to art works and informed opinion pieces) expresses and
organizes ideas and understandings
with limited effectiveness
expresses and
organizes ideas
and understandings
with some effectiveness
expresses and
organizes ideas and understandings
with considerable
effectiveness
expresses and organizes ideas and understandings
with a high degree of effectiveness
Communication for different audiences (e.g., peers, adults, younger children) and purposes through the arts (e.g., drama presentations, visual arts exhibitions, dance and music performances) and in oral and written forms (e.g., debates, analyses) communicates for different audiences and purposes with limited effectiveness communicates for different audiences
and purposes with some effectiveness
communicates for different audiences and purposes with
considerable effectiveness
communicates for different audiences and purposes with a high degree of
effectiveness
Use of conventions in dance, drama, music, and the visual arts (e.g., allegory, narrative or symbolic representation, style, articulation, drama conventions, choreographic forms, movement vocabulary) and arts vocabulary and terminology in oral and written forms uses conventions,
vocabulary, and
terminology of the arts with
limited effectiveness
uses conventions,
vocabulary, and
terminology of the arts with some effectiveness
uses conventions,
vocabulary, and
terminology of the arts with considerable
effectiveness
uses conventions,
vocabulary, and
terminology of the arts with a high degree of
effectiveness
Application – The use of knowledge and skills to make connections within and between various contexts
Categories Level 1  Level 2 Level 3 Level 4
  The student:
Application of knowledge and skills (e.g., performance skills, composition, choreography, elements, principles, processes, technologies, techniques, strategies, conventions) in familiar contexts (e.g., guided improvisation, performance of a familiar work, use of familiar forms) applies knowledge and skills in familiar
contexts with limited effectiveness
applies knowledge and skills in familiar contexts with some
effectiveness
applies knowledge and skills in familiar contexts with considerable
effectiveness
applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills (e.g., concepts, strategies, processes, techniques) to new contexts (e.g., a work requiring stylistic variation, an original composition, student-led choreography, an interdisciplinary or multidisciplinary project) transfers knowledge and skills to new contexts with limited effectiveness transfers knowledge and skills to new contexts with
some effectiveness
transfers knowledge and skills to new contexts with considerable
effectiveness
transfers
knowledge and
skills to new contexts with a high degree of
effectiveness
Making connections within and between various contexts (e.g., between the arts; between the arts and personal experiences and the world outside the school; between cultural and historical, global, social, and/or
environmental contexts; between the arts and other subjects)
makes connections
within and between
various contexts with limited effectiveness
makes connections
within and between various contexts with some effectiveness
makes connections
within and between various contexts with considerable
effectiveness
makes connections
within and between various contexts with a high degree of effectiveness

The Achievement Chart for Science and Technology, Grades 1–8

Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding)
Categories Level 1  Level 2 Level 3 Level 4
  The student:
Knowledge of content (e.g., facts; terminology; definitions; safe use of tools, equipment, and materials) demonstrates limited knowledge of content demonstrates some knowledge of content demonstrates considerable knowledge of content demonstrates thorough knowledge of content
Understanding of content (e.g., concepts, ideas, theories, principles, procedures, processes) demonstrates
limited understanding of content
demonstrates some understanding of content demonstrates considerable understanding of content demonstrates thorough understanding of content
Thinking and Investigation – The use of critical and creative thinking skills and inquiry and problem-solving skills and/or processes
Categories Level 1  Level 2 Level 3 Level 4
  The student:
Use of initiating and planning skills and strategies (e.g., formulating questions, identifying the problem, developing hypotheses, scheduling, selecting strategies and resources, developing plans) uses initiating
and planning skills and
strategies with limited
effectiveness
uses initiating
and planning skills and strategies with some effectiveness
uses initiating and planning skills and
strategies with considerable
effectiveness
uses initiating
and planning skills and
strategies with a high degree of effectiveness
Use of processing skills and strategies (e.g., performing and recording, gathering evidence and data, observing, manipulating materials and using equipment safely, solving equations, proving) uses processing skills and
strategies with limited
effectiveness
uses processing skills and
strategies with some
effectiveness
uses processing skills and
strategies with considerable
effectiveness
uses processing skills and
strategies with a high degree of effectiveness
Use of critical/creative thinking processes, skills, and strategies (e.g., analysing, interpreting, problem solving, evaluating, forming and justifying conclusions on the basis of evidence) uses critical/
creative thinking
processes, skills, and strategies with limited effectiveness
uses critical/
creative thinking
processes, skills, and strategies with some effectiveness
uses critical/
creative thinking
processes, skills, and strategies with considerable effectiveness
uses critical/
creative thinking
processes, skills, and strategies with a high degree of effectiveness
Communication – The conveying of meaning through various forms 
Categories Level 1  Level 2 Level 3 Level 4
  The student:
Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, visual, and/or written forms (e.g., diagrams, models)  expresses and
organizes ideas and information with limited effectiveness
expresses and
organizes ideas and information
with some effectiveness
expresses and
organizes ideas and information
with considerable
effectiveness
expresses and organizes ideas and information
with a high degree of effectiveness
Communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform, to persuade) in oral, visual, and/or written forms communicates for different audiences and purposes with limited effectiveness communicates for different audiences and purposes with some effectiveness communicates for different audiences and purposes with
considerable effectiveness
communicates for different audiences and purposes with a high degree of
effectiveness
Use of conventions, vocabulary, and terminology of the discipline in oral, visual, and/or written forms (e.g., symbols, formulae, scientific notation, SI units) uses conventions,
vocabulary, and
terminology of the discipline with limited effectiveness
uses conventions,
vocabulary, and terminology of the discipline with some effectiveness
uses conventions,
vocabulary, and
terminology of the discipline with considerable
effectiveness
uses conventions,
vocabulary, and
terminology of the discipline with a high degree of
effectiveness
Application – The use of knowledge and skills to make connections within and between various contexts
Categories Level 1  Level 2 Level 3 Level 4
  The student:
Application of knowledge and skills (e.g., concepts and processes, safe use of equipment and technology, investigation skills) in familiar contexts  applies knowledge and skills in familiar
contexts with limited effectiveness
applies knowledge and skills in familiar contexts with some
effectiveness
applies knowledge and skills in familiar contexts with considerable
effectiveness
applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills (e.g., concepts and processes, safe use of equipment and technology, investigation skills) to unfamiliar contexts transfers knowledge and skills to unfamiliar contexts with limited effectiveness transfers knowledge and skills to unfamiliar contexts with
some effectiveness
transfers knowledge and skills to unfamiliar contexts with considerable
effectiveness
transfers
knowledge and skills to unfamiliar contexts with a high degree of
effectiveness
Making connections between science, technology, society, and the environment (e.g., assessing the impact of science and technology on people, other living things, and the environment) makes connections between science, technology, society, and the environment with limited effectiveness makes connections between science, technology, society, and the environment with some effectiveness makes connections
between science, technology, society, and the environment with considerable
effectiveness
makes connections
between science, technology, society, and the environment with a high degree of effectiveness
Proposing courses of practical action to deal with problems relating to science, technology, society, and the environment proposes courses of practical action of limited effectiveness proposes courses of practical action of some effectiveness proposes courses of practical action of considerable effectiveness proposes highly effective courses of practical action

The Achievement Chart for English, Grades 9–12

Knowledge and Understanding – Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
Categories 50 – 59%
(Level 1) 
60 – 69%
(Level 2)
70 –79%
(Level 3)
80 – 100%
(Level 4)
  The student:
Knowledge of content (e.g., forms of text; strategies used when listening and speaking, reading, writing, and viewing and representing; elements of style; literary terminology, concepts, and theories; language
conventions)
demonstrates limited knowledge of content demonstrates some knowledge of content demonstrates considerable knowledge of content demonstrates thorough knowledge of content
Understanding of content (e.g.,concepts; ideas; opinions; relationships among facts, ideas, concepts, themes)  demonstrates
limited understanding of content
demonstrates some understanding of content demonstrates considerable understanding of content demonstrates thorough understanding of content
Thinking – The use of critical and creative thinking skills and/or processes
Categories 50 – 59%
(Level 1) 
60 – 69%
(Level 2)
70 –79%
(Level 3)
80 – 100%
(Level 4)
  The student:
Use of planning skills (e.g., generating ideas, gathering information, focusing research, organizing information) uses planning skills with limited
effectiveness
uses planning skills with some effectiveness uses planning skills with considerable
effectiveness
uses planning skills with a high degree of effectiveness
Use of processing skills (e.g., drawing inferences, interpreting, analysing, synthesizing, evaluating) uses processing skills with limited
effectiveness
uses processing skills with some
effectiveness
uses processing skills with considerable
effectiveness
uses processing skills with a high degree of effectiveness
Use of critical/creative thinking processes (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process) uses critical/
creative thinking
processes with limited effectiveness
uses critical/
creative thinking
processes with some effectiveness
uses critical/
creative thinking
processes with considerable effectiveness
uses critical/
creative thinking
processes with a high degree of effectiveness
Communication – The conveying of meaning through various forms 
Categories 50 – 59%
(Level 1) 
60 – 69%
(Level 2)
70 –79%
(Level 3)
80 – 100%
(Level 4)
  The student:
Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, graphic, and written forms, including media forms expresses and
organizes ideas and information
with limited effectiveness
expresses and
organizes ideas
and information
with some effectiveness
expresses and
organizes ideas and information
with considerable
effectiveness
expresses and organizes ideas and information
with a high degree of effectiveness
Communication for different audiences and purposes (e.g., use of appropriate style, voice, point of view) in oral, graphic, and written forms, including media forms communicates for different audiences and purposes with limited effectiveness communicates for different audiences
and purposes with some effectiveness
communicates for different audiences and purposes with
considerable effectiveness
communicates for different audiences and purposes with a high degree of
effectiveness
Use of conventions (e.g., grammar, spelling, punctuation, usage), vocabulary, and terminology of the discipline in oral, graphic, and written forms, including media forms uses conventions,
vocabulary, and
terminology of the discipline with limited effectiveness
uses conventions,
vocabulary, and
terminology of the discipline with some effectiveness
uses conventions,
vocabulary, and
terminology of the discipline with
considerable
effectiveness
uses conventions,
vocabulary, and
terminology of the discipline with a high degree of
effectiveness
Application – The use of knowledge and skills to make connections within and between various contexts
Categories 50 – 59%
(Level 1) 
60 – 69%
(Level 2)
70 –79%
(Level 3)
80 – 100%
(Level 4)
  The student:
Application of knowledge and skills (e.g., literacy strategies and processes; literary terminology, concepts, and theories) in familiar contexts applies knowledge and skills in familiar
contexts with limited effectiveness
applies knowledge and skills in familiar contexts with some
effectiveness
applies knowledge and skills in familiar
contexts with
considerable
effectiveness
applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills (e.g., literacy strategies and processes; literary terminology, concepts, and theories) to new contexts transfers knowledge and skills to new contexts with limited effectiveness transfers knowledge and skills to new contexts with
some effectiveness
transfers knowledge and skills to new contexts with considerable
effectiveness
transfers
knowledge and
skills to new contexts with a high degree of
effectiveness
Making connections within and between various contexts (e.g., between the text and personal knowledge and experience, other texts, and the world outside school) makes connections
within and between
various contexts with limited effectiveness
makes connections
within and between various contexts with some effectiveness
makes connections
within and between various contexts with considerable
effectiveness
makes connections
within and between various contexts with a high degree of effectiveness