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 11 and 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) | 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; examining different points of view; selecting tools, equipment, materials, and technology; observing; manipulating materials; 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, developing solutions, considering diverse perspectives) | 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 in oral, visual, and/or written forms (e.g., diagrams, models, articles, project journals, reports) | 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, community members) 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, International System of 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; procedures related to the safe use of tools, equipment, materials, 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 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., connections between sciences; connections to everyday and real-life situations; connections among concepts within science and technology; connections involving use of prior knowledge and experience; connections among science and technology and other disciplines, including other STEM [science, technology, engineering, and mathematics] 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 |
| Proposing courses of practical action to deal with problems relating to our changing world | 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 11 and 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 |
