Grade 5 Assessment rubric: Performing Arts Term 3


Warm up: able to follow a teacher directed warm up


Outstanding achievement 7


80 – 100% Meritorious


achievement 6


70 – 79% Substantial


achievement 5


60 – 69% Adequate


achievement 4


50 – 59% Moderate


achievement 3


40 – 49% Elementary


achievement 2


30 – 39%


Not achieved 1


0 – 29%


Unable to follow a teacher directed warm up


Unable to work with a partner


Tried to follow a teacher directed warm up but was distracted and disruptive to others


Struggled to follow a teacher directed warm up


Tried to work with a partner


Was able to follow a teacher directed warm up


Followed the teacher directed warm up well and was focused


Demonstrated kinaesthetic awareness, concentration and awareness of correct and safe use of the body


Followed the teacher directed warm up well and was attentive and focused


Movement: able to work in pairs in various partner skills activities


Demonstrated excellent partnership skills in a creative and innovative and original way


Worked successfully and creatively with a partner using various partner skills, such as mirroring, meeting and parting and balancing


Was able to successfully work with a partner using various partner skills, such as mirroring, meeting and parting and balancing


Was able to work with a partner


Performance: partner role play and character hot seats to develop roles using convincing characterisation, interaction, conflict and resolution


Delivered a successful, confident, creative, original and innovative performance with a partner


Was able to successfully to develop roles with convincing characterisation, interaction, conflict and resolution while working with a partner with confidence and creativity


Was able to develop roles with convincing characterisa- tion, interaction, conflict and resolution while working with a partner with an adequate amount of confidence


Tried in a focused manner with limited success to develop roles with convincing characterisation, interaction, conflict and resolution while working with a partner


Tried to develop roles with convincing characterisation, interaction, conflict and resolution while working with a partner


Struggled to work with a partner


Struggled to develop roles with convincing characterisation, interaction, conflict and resolution while working with a partner


Was unable to develop roles with convincing characterisa- tion, interaction, conflict and resolution while working with a partner


42 Section 3: Teaching and learning Life Skills


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