Student Name: Date:

Year 1 Very High High Sound Developing Emerging

Rubic/Guide to A clear understanding and
Making Judgements A thorough understanding and Has an understanding Understands aspects of and A basic understanding and
uses a high level of skill in
uses a high level of skill in both and uses skills in familiar uses varying levels of skill in is beginning to use skills in
Speaking familiar situations. Is beginning
familiar and new situations. situations. familiar situations. familiar situations.
and Listening to use skills in new situations.

Ideas • Spoken ideas are coherent • Spoken ideas are organised • Spoken ideas are made • Spoken ideas are made up • Spoken ideas are made
and well developed, relating and developed, relating to up of single sentences or of individual words or short up of individual words or
Students plan and
to the focus topic or idea the focus topic or idea and phrases, which are relevant phrases. These are usually short phrases. These are
deliver spoken
and including relevant including relevant detail. and relate to the focus relevant to the focus sometimes relevant to the
and written
description and detail. topic or idea. topic or idea. focus topic or idea.
communications so • Students are able to
that listeners and • Students are able to express ideas with • Students are able to • With some guidance, • With prompting and
readers might follow express ideas with sentences that incorporate express ideas with students express ideas support, students express
the sequence of ideas sentences that incorporate words to represent people, simple sentences and with simple sentences and their ideas with simple
or events. words to represent places, things, happenings clauses, containing a noun clauses, containing a noun sentences, containing a
people, places and and may also include and a verb. and a verb. noun and a verb.
things, happenings and descriptive qualities and
states, qualities and also details such as when,
details such as when, where and how.
where and how.

• Students expand noun

groups and phrases using
articles and adjectives.

visit twinkl.com.au
Language Features • Students understand and • Students understand, and • Students understand • Students understand • Students are learning
and Vocabulary demonstrate that there are usually demonstrate, that the difference between the difference between the difference between
different ways of asking for there are different ways questions and statements, questions and statements, questions and statements,
Students make
information, making offers of asking for information, requests and commands requests and commands requests and commands.
contextually
and giving commands. making offers and and will sometimes and are beginning to
appropriate • With support, students
giving commands. apply this knowledge apply this knowledge
language choices • Students consistently consider language features
when speaking and when speaking and
and use appropriate use a range of language • Students aim to use a range when planning and
communicating communicating
language devices. features when planning and of language features when presenting spoken texts.
with others. with others.
presenting spoken texts. planning and presenting
• With support, students
spoken texts. • Students use some • Students sometimes
• Students make choices to make vocabulary choices
language features when consider language features
use varied and meaningful • Students make relevant to suit the audience
planning and presenting when planning and
vocabulary, to suit the vocabulary choices to suit and purpose of their
spoken texts. presenting spoken texts.
audience and purpose of the audience and purpose spoken text.
their spoken text. of their spoken text. • Students make some • Students make some
relevant vocabulary choices relevant vocabulary choices
• Students may begin to
to suit the audience when speaking.
explore how language is
and purpose of their
used to express feelings
spoken text.
including learning
vocabulary to express a
gradation of feeling, for
example ‘happy’, ‘joyful’,
‘pleased’, ‘contented’

visit twinkl.com.au
Oral Presentation • Students explore different • Students use appropriate • Students use some • Students attempt to • With guidance and
Skills ways of expressing facial expressions and appropriate facial use some appropriate support students use
emotions, including verbal, gestures to interact expressions and gestures facial expressions and some appropriate
Students visual, body language and with others. when interacting gestures when interacting facial expressions and
demonstrate an facial expressions with others. with others. gestures when interacting
• Students recognise
understanding that with others.
• Students recognise and the effect of words, • Students recognise some • Students are beginning
language is used
understand the effect of symbols, gestures and of the ways that words, to recognise some of • Students need support
in combination
words, symbols, gestures body language on the symbols, gestures and the ways that words, to recognise the effect of
with other means
and body language on the way communications are body language can affect symbols, gestures and words, symbols, gestures
of communication
way communications are received by others and communications and will body language can affect and body language on the
(Voice, body and eye
received by others and sometimes apply this sometimes consider how communications. way communications are
connection.)
apply this understanding understanding to their others might respond received by others.
• Students will occasionally
to their speaking and speaking and presenting. before expressing
consider how others might • Students do not consider
presenting. their views.
respond before expressing how others might respond
their views. before expressing
their views.
Listening Skills • Students consistently • Students usually listen • Students sometimes listen • With support and • Students do not listen to
listen to others when taking to others when taking to others when taking reminders, students listen others when taking part in
Students participate,
part in conversations, part in conversations, part in conversations, to others when taking part conversations, and require
recount, ask and
using appropriate using appropriate using appropriate in conversations, using support and guidance
answer questions.
language features and language features and language features and language features and to use appropriate
interaction skills. interaction skills. interaction skills. interaction skills. language features and
interaction skills.
• Students always respond • Students usually respond • Students sometimes • Students need support and
to others’ views in civil and to others’ views in civil and respond to others’ views in reminders to respond to • Students do not respond
constructive ways. constructive ways. civil and constructive ways. others’ views in civil and to others’ views in civil
constructive ways. and constructive ways
and require support and
guidance to respond
appropriately.

visit twinkl.com.au