Achievement Charts

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2004
Ministry of Education
Grades 1–12
The Ontario Curriculum
(Draft)
Achievement Charts
Contents
Introduction ...................................................... 2
Achievement Charts for the Elementary Panel, Grades 1–8 . . . . . . . . . . . . . . . . 5

The Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
French As a Second Language (Core, Extended, and Immersion) . . . . . . . . . . . . . . . . . 8
Health and Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Native Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Science and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Achievement Charts for the Secondary Panel, Grades 9–12 . . . . . . . . . . . . . . . . 21

The Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Business Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Classical and International Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
English As a Second Language / English Literacy Development . . . . . . . . . . . . . . . . . . 32
French As a Second Language (Core, Extended, and Immersion) . . . . . . . . . . . . . . . . . 34
Guidance and Career Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Health and Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Native Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Social Sciences and Humanities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Technological Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Une publication équivalente est disponible en français sous le titre

suivant : Le curriculum de l’Ontario – Grilles d’évaluation du rendement, de la 1re
à la 12 e année, 2004.
This publication is available on the Ministry of Education’s website at
http://www.edu.gov.on.ca.
2 T H E O N TA R I O C U R R I C U L U M , G R A D E S 1 – 1 2 : A C H I E V E M E N T C H A RT S ( D R A F T )
Introduction
This document contains a draft achievement chart for each of the elementary school subject
areas (except for social studies, history, and geography, which is already published) and for
most of the secondary school disciplines in the Ontario curriculum.
As part of the ongoing cycle of curriculum review, the draft achievement charts have been
developed in response to requests from the field that there be greater consistency across
the elementary and secondary panels and across subject areas and disciplines. In the draft
achievement charts in this document, the categories of knowledge and skills, as well as
most of the criteria within these categories, are the same for all grades and all subject areas
and disciplines.
When the curriculum policy documents that are under review are published, new achieve-
ment charts will appear in them.
The achievement charts that follow identify four categories of knowledge and skills.The
achievement chart is a standard province-wide guide to be used by teachers. It enables teach-
ers to make judgements about student work that are based on clear performance standards
and on a body of evidence collected over time.
The achievement chart for each subject area and discipline is designed to:
• provide a common framework that encompasses all curriculum expectations for all grades
and all subjects/disciplines;
• guide the development of assessment tasks and tools (including rubrics);
• help teachers to plan instruction for learning;
• assist teachers in providing meaningful feedback to students;
• provide a variety of aspects (e.g., use of thinking skills, ability to apply knowledge) on
which to assess and evaluate student learning.
Categories of knowledge and skills. The categories, defined by clear criteria, represent
four broad areas of knowledge and skills within which achievement of the curriculum
expectations for any given grade is assessed and evaluated.The four categories should be
considered as interrelated, reflecting the wholeness and interconnectedness of learning.
The categories of knowledge and skills are described as follows:

Knowledge and Understanding. Subject-specific content acquired in each grade (knowledge),
and the comprehension of its meaning and significance (understanding).
Thinking. The use of critical and creative thinking skills and/or processes, as follows:
– planning skills (e.g., focusing research, gathering information, organizing an inquiry)
– processing skills (e.g., analysing, evaluating, synthesizing)
– critical/creative thinking processes (e.g., inquiry, problem solving, decision making,
research)
I N T RO D U C T I O N 3
Communication. The conveying of meaning through various forms, as follows:

– oral (e.g., presentation, role play, debate)
– written (e.g., report, journal, opinion piece)
– visual (e.g., chart, model, movement, video, computer graphics)
Application. The use of knowledge and skills to make connections within and between various
contexts.
Teachers will ensure that student work is assessed and/or evaluated in a balanced manner
with respect to the four categories, and that achievement of particular expectations is con-
sidered within the appropriate categories.
Criteria. Within each category in the achievement chart, criteria are provided, which are
subsets of the knowledge and skills that define each category. For example, in Knowledge
and Understanding, the criteria are “knowledge of content” and “understanding of content”.
The criteria identify the aspects of student performance that are assessed and/or evaluated,
and serve as guides to what to look for.
Descriptors. A “descriptor” indicates the characteristic of the student’s performance,

with respect to a particular criterion, on which assessment or evaluation is focused. In the
achievement charts, effectiveness is the descriptor used for the criteria in the Thinking,
Communication, and Application categories.What constitutes effectiveness in any given
performance task will vary with the particular criterion being considered. Assessment of
effectiveness may therefore focus on a quality such as appropriateness, clarity, accuracy, preci-
sion, logic, relevance, significance, fluency, flexibility, depth, or breadth, as appropriate for the
particular criterion. For example, in the Thinking category, assessment of effectiveness might
focus on the degree of relevance or depth apparent in an analysis; in the Communication
category, on clarity of expression or logical organization of information and ideas; or in the
Application category, on appropriateness or breadth in the making of connections. Similarly,
in the Knowledge and Understanding category, assessment of knowledge might focus on
accuracy, and assessment of understanding might focus on the depth of an explanation.
Descriptors help teachers to focus their assessment and evaluation on specific knowledge
and skills for each category and criterion, and help students to better understand exactly
what is being assessed and evaluated.
Qualifiers. A specific “qualifier” is used to define each of the four levels of achievement –
that is, limited for level 1, some for level 2, considerable for level 3, and a high degree or thorough
for level 4. A qualifier is used along with a descriptor to produce a description of perform-
ance at a particular level. For example, the description of a student’s performance at level 3
with respect to the first criterion in the Thinking category would be: “the student uses plan-
ning skills with considerable effectiveness”.
Grades 1–8
Achievement Charts for the Elementary Panel,
5
Achievement Chart – The Arts, Grades 1–8
Categories Level 1 Level 2 Level 3 Level 4
Knowledge and Understanding Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding)
The student:
Knowledge of content – demonstrates limited – demonstrates some – demonstrates – demonstrates
(e.g., facts, genres, knowledge of content knowledge of content considerable knowl- thorough knowledge
terms, definitions, edge of content of content
techniques)
Understanding of – demonstrates limited – demonstrates some – demonstrates – demonstrates
content(e.g., concepts, understanding of understanding of considerable under- thorough understand-
theories, ideas, content content standing of content ing of content

procedures, processes,
methodologies)
Thinking The use of critical and creative thinking skills and/or processes
The student:
Use of planning skills – uses planning – uses planning – uses planning skills – uses planning skills
(e.g., formulating skills with limited skills with some with considerable with a high degree
questions, focusing effectiveness effectiveness effectiveness of effectiveness
research, gathering
information, organizing
a project)
Use of processing – uses processing – uses processing – uses processing skills – uses processing skills
skills (e.g., analysing, skills with limited skills with some with considerable with a high degree
evaluating, inferring, effectiveness effectiveness effectiveness of effectiveness
interpreting, forming
conclusions)
Use of critical/creative – uses critical/creative – uses critical/ – uses critical/creative – uses critical/creative
thinking processes thinking processes creative thinking thinking processes thinking processes
(e.g., creative process, with limited processes with with considerable with a high degree
design process, problem effectiveness some effectiveness effectiveness of effectiveness
solving, reflection,
elaboration)
Communication The conveying of meaning through various forms

The student:
Expression and organ- – expresses and – expresses and – expresses and – expresses and
ization of ideas and organizes ideas and organizes ideas and organizes ideas organizes ideas
information in art forms information with information with some and information and information
(visual arts, music, limited effectiveness effectiveness with considerable with a high degree
drama, dance, media effectiveness of effectiveness
arts) and in oral and
written forms
A C H I E V E M E N T C H A RT S F O R T H E E L E M E N T A RY P A N E L , G R A D E S 1 – 8 7
Communication (cont.)
The student:
Communication for – communicates for – communicates for – communicates for – communicates for
different audiences and different audiences different audiences different audiences different audiences
purposes (e.g., expres- and purposes with and purposes with and purposes and purposes
sion of emotion in art limited effectiveness some effectiveness with considerable with a high degree
forms, expression of effectiveness of effectiveness
critical responses in
oral and written forms)

Use of conventions in – uses conventions, – uses conventions, – uses conventions, – uses conventions,
art forms (e.g., symbolic vocabulary, and vocabulary, and vocabulary, and vocabulary, and
representation), and terminology of the terminology of the terminology of the dis- terminology of the
vocabulary and termi- discipline with limited discipline with some cipline with consider- discipline with a high
nology of the discipline effectiveness effectiveness able effectiveness degree of effectiveness
in oral and written forms
Application The use of knowledge and skills to make connections within and between various contexts
The student:
Application of knowledge – applies knowledge – applies knowledge – applies knowledge – applies knowledge
and skills (e.g., concepts, and skills in familiar and skills in familiar and skills in familiar and skills in familiar
processes, technologies, contexts with limited contexts with some contexts with consider- contexts with a high
techniques) in familiar effectiveness effectiveness able effectiveness degree of effectiveness
contexts (e.g., work
requiring accurate
repetition)
Transfer of knowledge – transfers knowledge – transfers knowledge – transfers knowledge – transfers knowledge
and skills (e.g., concepts, and skills to new and skills to new and skills to new and skills to new
processes, techniques) contexts with limited contexts with some contexts with consider- contexts with a high
to new contexts (e.g., effectiveness effectiveness able effectiveness degree of effectiveness
work requiring stylistic
variation, an original
composition, an inter-
disciplinary or a multi-
disciplinary project)
Making connections – makes connections – makes connections – makes connections – makes connections
within and between within and between within and between within and between within and between
various contexts (e.g., various contexts with various contexts with various contexts various contexts
connections between the limited effectiveness some effectiveness with considerable with a high degree
arts; between historical, effectiveness of effectiveness
global, social, environ-
mental, and/or cultural
contexts; between
personal experiences
and the arts)
Achievement Chart – French As a Second Language (Core, Extended, and Immersion), Grades 1–8
The student:
(e.g., grammar, knowledge of content knowledge of content considerable knowl- thorough knowledge
vocabulary, definitions, edge of content of content
information)
Understanding of content – demonstrates limited – demonstrates some – demonstrates – demonstrates
(e.g., main ideas and understanding of understanding of considerable under- thorough understand-
supporting details, content content standing of content ing of content

literary themes and
devices, forms of text)
The student:
(e.g., focusing an inquiry, skills with limited skills with some with considerable with a high degree
formulating questions, effectiveness effectiveness effectiveness of effectiveness
gathering information,
using prior knowledge of
the language)
Use of processing skills – uses processing – uses processing – uses processing skills – uses processing skills
(e.g., generating, skills with limited skills with some with considerable with a high degree
analysing, integrating, effectiveness effectiveness effectiveness of effectiveness
synthesizing, evaluating,
forming conclusions)
(e.g., oral discourse, with limited processes with with considerable with a high degree
reading process, writing effectiveness some effectiveness effectiveness of effectiveness
process, problem solv-
ing, invention, research)

The student:
information in oral, information with information with some and information and information
visual, and written forms limited effectiveness effectiveness with considerable with a high degree
(e.g., clear expression; effectiveness of effectiveness
use of visual and verbal
cues; use of appropriate
vocabulary)
The student:
purposes in oral, visual, and purposes with and purposes with and purposes and purposes
and written forms limited effectiveness some effectiveness with considerable with a high degree
effectiveness of effectiveness
Use of conventions – uses conventions, – uses conventions, – uses conventions, – uses conventions,
(e.g., grammar, spelling, vocabulary, and vocabulary, and vocabulary, and vocabulary, and
punctuation), vocabulary, terminology of the terminology of the terminology of the terminology of the
and terminology of the discipline with limited discipline with some discipline with consid- discipline with a high
discipline in oral, visual, effectiveness effectiveness erable effectiveness degree of effectiveness

and written forms
The student:
and skills in familiar and skills in familiar and skills in familiar and skills in familiar and skills in familiar
contexts (e.g., use of a contexts with limited contexts with some contexts with consider- contexts with a high
model, language knowl- effectiveness effectiveness able effectiveness degree of effectiveness
edge, second-language
learning strategies,
reading strategies,
vocabulary-building
strategies)
and skills to new and skills to new and skills to new and skills to new and skills to new
contexts (e.g., use of contexts with limited contexts with some contexts with consider- contexts with a high
models, language effectiveness effectiveness able effectiveness degree of effectiveness
knowledge, second-
language learning
strategies, reading
strategies, vocabulary-
building strategies)
various contexts various contexts with various contexts with various contexts various contexts
(e.g., between personal limited effectiveness some effectiveness with considerable with a high degree
experiences and FSL, effectiveness of effectiveness
between FSL and other
disciplines, between FSL
and the world outside
the school)
Achievement Chart – Health and Physical Education, Grades 1–8
The student:
(e.g., foundational skills, knowledge of content knowledge of content considerable knowl- thorough knowledge
facts, terms, character- edge of content of content
istics, symbols)
content (e.g., ideas, understanding of understanding of considerable under- thorough understand-
processes, relationships, content content standing of content ing of content

techniques, strategies,
principles, patterns,
concepts)
The student:
(e.g., focusing research, skills with limited skills with some with considerable with a high degree
gathering information, effectiveness effectiveness effectiveness of effectiveness
organizing an inquiry)
generating, integrating, effectiveness effectiveness effectiveness of effectiveness
thinking processes (e.g., thinking processes creative thinking thinking processes thinking processes
goal setting, decision with limited processes with with considerable with a high degree
making, problem solving, effectiveness some effectiveness effectiveness of effectiveness
conflict resolution)

The student:
information (e.g., clarity information with information with some and information and information
of expression, logical limited effectiveness effectiveness with considerable with a high degree
organization) in oral, effectiveness of effectiveness
visual, and written forms
(e.g., oral: role plays,
interviews, presenta-
tions; visual: posters,
collages, graphic
organizers, electronic
representations;
written: pamphlets,
flyers, journals, fitness
plans, reports)
The student:
different audiences (e.g., different audiences different audiences different audiences different audiences
self, peers, teachers, and purposes with and purposes with and purposes and purposes
community) and pur- limited effectiveness some effectiveness with considerable with a high degree
poses (e.g., to inform, effectiveness of effectiveness
instruct, persuade) in
oral, visual, and written

forms
Use of conventions, – uses conventions, – uses conventions, – uses conventions, – uses conventions,
vocabulary, and termi- vocabulary, and vocabulary, and vocabulary, and vocabulary, and
nology of the discipline terminology of the terminology of the terminology of the terminology of the
in oral, visual, and discipline with limited discipline with some discipline with consid- discipline with a high
written forms effectiveness effectiveness erable effectiveness degree of effectiveness
The student:
contexts contexts with limited contexts with some contexts with consider- contexts with a high
– fundamental movement effectiveness effectiveness able effectiveness degree of effectiveness
skills
– principles of move-
ment, sports strategies
– interpersonal skills
(e.g., team work, fair
play, leadership)
– health concepts
skills
play, leadership)
– health concepts
between health concepts, limited effectiveness some effectiveness with considerable with a high degree
personal development, effectiveness of effectiveness
physical fitness, active
participation, safe prac-
tices, and healthy living)
Achievement Chart – Language, Grades 1–8
The student:
(e.g., forms of text, knowledge of content knowledge of content considerable knowl- thorough knowledge
reading and writing edge of content of content
strategies, information)
(e.g., concepts; ideas; understanding of understanding of considerable under- thorough understand-
opinions; relationships content content standing of content ing of content

among facts, ideas,
concepts, themes; uses
of literary devices)
The student:
generating ideas, organ-
izing an inquiry)
integrating, synthesizing, effectiveness effectiveness effectiveness of effectiveness
evaluating, forming con-
clusions)
(e.g., reading process, with limited processes with with considerable with a high degree
writing process, oral dis- effectiveness some effectiveness effectiveness of effectiveness
course, critical/creative
analysis, invention,
research)

The student:
information (e.g., clear information with information with some and information and information
expression, logical limited effectiveness effectiveness with considerable with a high degree
visual, and written
forms, including media
forms
The student:
different audiences different audiences different audiences different audiences different audiences
and purposes (e.g., to and purposes with and purposes with and purposes and purposes
inform, to express an limited effectiveness some effectiveness with considerable with a high degree
opinion) in oral, visual, effectiveness of effectiveness
and written forms,
including media forms

punctuation, style, terminology of the terminology of the terminology of the terminology of the
usage), vocabulary, and discipline with limited discipline with some discipline with consid- discipline with a high
terminology of the effectiveness effectiveness erable effectiveness degree of effectiveness
discipline in oral, visual,
and written forms,
The student:
strategies, processes) in contexts with limited contexts with some contexts with consider- contexts with a high
familiar contexts effectiveness effectiveness able effectiveness degree of effectiveness
strategies, processes) contexts with limited contexts with some contexts with consider- contexts with a high
to new contexts effectiveness effectiveness able effectiveness degree of effectiveness
within and between vari- within and between within and between within and between within and between
ous contexts (e.g., within various contexts with various contexts with various contexts various contexts
the discipline; between limited effectiveness some effectiveness with considerable with a high degree
disciplines; between per- effectiveness of effectiveness
sonal experience and the
world outside school)
Achievement Chart – Mathematics, Grades 1–8
The student:
(e.g., facts, terms, proce- knowledge of content knowledge of content considerable knowl- thorough knowledge
dural skills, use of tools) edge of content of content
mathematical concepts understanding of understanding of considerable under- thorough understand-
concepts concepts standing of concepts ing of concepts
The student:
– understanding the skills with limited skills with some with considerable with a high degree
problem (e.g., formu- effectiveness effectiveness effectiveness of effectiveness
lating and interpreting
the problem, making
conjectures)
– making a plan for
solving the problem
– carrying out a plan skills with limited skills with some with considerable with a high degree
(e.g., collecting data, effectiveness effectiveness effectiveness of effectiveness
questioning, testing,
revising, modelling,
solving, inferring,
– looking back at the
solution (e.g., evaluat-
ing reasonableness,
making convincing
arguments, reasoning,
justifying, proving,
reflecting)
problem solving, inquiry) with limited processes with with considerable with a high degree
effectiveness some effectiveness effectiveness of effectiveness

The student:
ization of mathematical organizes mathemat- organizes mathemat- organizes mathemat- organizes mathemat-
thinking (e.g., clarity of ical thinking with ical thinking with some ical thinking with ical thinking with a
expression, logical limited effectiveness effectiveness considerable high degree of
organization), using oral, effectiveness effectiveness
(e.g., pictorial, graphic,
dynamic, numeric, alge-
braic forms; concrete
materials)
The student:
(e.g., peers, teachers) and purposes with lim- and purposes with and purposes and purposes
and purposes (e.g., to ited effectiveness some effectiveness with considerable with a high degree
present data, justify effectiveness of effectiveness
a solution, express a
mathematical argument)
in oral, visual, and
written forms
(e.g., terms, symbols) in discipline with limited discipline with some discipline with consid- discipline with a high
oral, visual, and written effectiveness effectiveness erable effectiveness degree of effectiveness
forms
The student:
effectiveness effectiveness able effectiveness degree of effectiveness
connections between limited effectiveness some effectiveness with considerable with a high degree
concepts, representa- effectiveness of effectiveness
tions, and forms within
mathematics; connec-
tions involving use of
prior knowledge and
experience; connections
between mathematics,
other disciplines, and
the real world)
Achievement Chart – Native Languages, Grades 1–8
The student:
(e.g., vocabulary, knowledge of content knowledge of content considerable knowl- thorough knowledge
grammar, spelling, edge of content of content
derivatives, terms)
(e.g., passages, texts, understanding of understanding of considerable under- thorough understand-
resource materials; rela- content content standing of content ing of content

tionships between the
Native language and the
culture)
The student:
(e.g., developing a plan, skills with limited skills with some with considerable with a high degree
focusing research, effectiveness effectiveness effectiveness of effectiveness
formulating questions,
(e.g., analysing, predict- skills with limited skills with some with considerable with a high degree
ing, evaluating, verifying effectiveness effectiveness effectiveness of effectiveness
relevant usage, forming
conclusions)
(e.g., problem solving, with limited processes with with considerable with a high degree
inquiry, use of language effectiveness some effectiveness effectiveness of effectiveness
patterns)

The student:
information in oral, visu- information with information with some and information and information
al, and written forms limited effectiveness effectiveness with considerable with a high degree
– listening and speaking effectiveness of effectiveness
(e.g., use of intonation,
rhythm, gestures,
facial expressions)
– visual forms
(e.g., pictographs)
– reading and writing
(e.g., use of diacritical
marks, syllabics,
electronic formats)
The student:
purposes (e.g., in formal and purposes with lim- and purposes with and purposes and purposes
and informal situations, ited effectiveness some effectiveness with considerable with a high degree
to communicate emo- effectiveness of effectiveness
tions) in oral, visual, and
written forms
(e.g., language patterns), vocabulary, and vocabulary, and vocabulary, and vocabulary, and
vocabulary (e.g., usage terminology of the terminology of the terminology of the terminology of the
in specific dialects), discipline with limited discipline with some discipline with consid- discipline with a high
and terminology of the effectiveness effectiveness erable effectiveness degree of effectiveness
discipline (e.g., animate,
inanimate, zoic, gender)
written forms
The student:
and skills (e.g., identify- and skills in familiar and skills in familiar and skills in familiar and skills in familiar
ing questions, following contexts with limited contexts with some contexts with consider- contexts with a high
directions, selecting effectiveness effectiveness able effectiveness degree of effectiveness
reading strategies,
describing) in familiar
contexts
and skills to new con- and skills to new and skills to new and skills to new and skills to new
texts (e.g., extending contexts with limited contexts with some contexts with consider- contexts with a high
usage of vocabulary and effectiveness effectiveness able effectiveness degree of effectiveness
language patterns)
study of the language effectiveness of effectiveness
and other disciplines,
family, Native ceremonial
life, and the broader
community)
Achievement Chart – Science and Technology, Grades 1–8
The student:
(e.g., facts; terminology; knowledge of content knowledge of content considerable knowl- thorough knowledge
definitions; safe use of edge of content of content
tools, equipment, and
materials)
content (e.g., concepts, understanding of understanding of considerable under- thorough understand-

ideas, theories, content content standing of content ing of content
principles, procedures,
processes)
The student:
Use of planning skills – uses planning skills – uses planning skills – uses planning skills – uses planning skills
and strategies (e.g., and strategies with and strategies with and strategies with and strategies with
initiating) limited effectiveness some effectiveness considerable a high degree of
effectiveness effectiveness
Use of processing skills – uses processing skills – uses processing skills – uses processing skills – uses processing skills
analysing, interpreting, limited effectiveness some effectiveness considerable a high degree of
evaluating, forming effectiveness effectiveness
conclusions)
decision making, effectiveness some effectiveness effectiveness of effectiveness
scientific inquiry, tech-
nological design)

The student:
visual, and/or written
forms
The student:
peers, adults) and pur- and purposes with and purposes with and purposes and purposes
poses (e.g., to inform, to limited effectiveness some effectiveness with considerable with a high degree
persuade) in oral, visual, effectiveness of effectiveness
and/or written forms
in oral, visual, and/or discipline with limited discipline with some discipline with consid- discipline with a high
The student:
Use of tools, equipment, – uses tools, equipment, – uses tools, equipment, – uses tools, equipment, – uses tools, equipment,
and materials and materials with and materials with and materials with and materials with
– attention to safety limited effectiveness some effectiveness considerable a high degree of
procedures effectiveness effectiveness
– correct use
among science, tech- with limited with some with considerable with a high degree of
nology, society, and the effectiveness effectiveness effectiveness effectiveness
environment
– description of how
science and technol-
ogy affect the lives
of people and other
living things in their
community
– assessment of impacts
of science and technol-
ogy on society and the
environment
Proposal of courses – proposes courses of – proposes courses of – proposes courses – proposes highly
of practical action to practical action of practical action of of practical action effective courses of
deal with problems limited effectiveness some effectiveness of considerable practical action
involving science, effectiveness
technology, society,
and the environment
Grades 9–12
Achievement Charts for the Secondary Panel,
21
Achievement Chart – The Arts, Grades 9–12
Categories 50–59% 60–69% 70–79% 80–100%

(Level 1) (Level 2) (Level 3) (Level 4)
The student:
(e.g., facts, genres, knowledge of content knowledge of content considerable knowl- thorough knowledge
terms, definitions, edge of content of content
techniques)
theories, ideas, content content standing of content ing of content

methodologies)
The student:
(e.g., formulating skills with limited skills with some with considerable with a high degree
questions, focusing effectiveness effectiveness effectiveness of effectiveness
research, gathering
a project)
evaluating, inferring, effectiveness effectiveness effectiveness of effectiveness
interpreting, forming
conclusions)
(e.g., creative process, with limited processes with with considerable with a high degree
design process, problem effectiveness some effectiveness effectiveness of effectiveness
solving, reflection,
elaboration)

The student:
information in art forms information with information with some and information and information
(visual arts, music, limited effectiveness effectiveness with considerable with a high degree
drama, dance, media effectiveness of effectiveness
arts) and in oral and
written forms
A C H I E V E M E N T C H A RT S F O R T H E S E C O N D A RY P A N E L , G R A D E S 9 – 1 2 23
Categories 50–59% 60–69% 70–79% 80–100%

The student:
purposes (e.g., expres- and purposes with and purposes with and purposes and purposes
sion of emotion in art limited effectiveness some effectiveness with considerable with a high degree
forms, expression of effectiveness of effectiveness
critical responses in
oral and written forms)

Use of conventions in – uses conventions, – uses conventions, – uses conventions, – uses conventions,
art forms (e.g., symbolic vocabulary, and vocabulary, and vocabulary, and vocabulary, and
representation), and terminology of the terminology of the terminology of the dis- terminology of the
vocabulary and termi- discipline with limited discipline with some cipline with consider- discipline with a high
nology of the discipline effectiveness effectiveness able effectiveness degree of effectiveness
in oral and written forms
The student:
processes, technologies, contexts with limited contexts with some contexts with consider- contexts with a high
techniques) in familiar effectiveness effectiveness able effectiveness degree of effectiveness
contexts (e.g., work
requiring accurate
repetition)
processes, techniques) contexts with limited contexts with some contexts with consider- contexts with a high
to new contexts (e.g., effectiveness effectiveness able effectiveness degree of effectiveness
work requiring stylistic
variation, an original
composition, an inter-
disciplinary or a multi-
disciplinary project)
connections between the limited effectiveness some effectiveness with considerable with a high degree
arts; between historical, effectiveness of effectiveness
global, social, environ-
mental, and/or cultural
contexts; between
personal experiences
and the arts)
Achievement Chart – Business Studies, Grades 9–12
Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., facts, vocabulary knowledge of content knowledge of content considerable knowl- thorough knowledge
and terms, procedures) edge of content of content
principles, theories, content content standing of content ing of content
methodologies,
relationships)
The student:
selecting strategies,
organizing a project)
(e.g., analysing, inter- skills with limited skills with some with considerable with a high degree
preting, assessing, effectiveness effectiveness effectiveness of effectiveness
reasoning, generating,
evaluating, integrating,
synthesizing, seeking a
variety of perspectives,
evaluation of business with limited processes with with considerable with a high degree
situations, decision mak- effectiveness some effectiveness effectiveness of effectiveness
ing, problem solving)

The student:
visual, and written forms,
including electronic
forms (e.g., presenta-
tions, charts, graphs,
tables, maps, models,
web pages, spread-
sheets, flyers, financial
statements, letters,
memos, reports)
Categories 50–59% 60–69% 70–79% 80–100%

The student:
and purposes in oral, and purposes with and purposes with and purposes and purposes
visual, and written limited effectiveness some effectiveness with considerable with a high degree
forms, including elec- effectiveness of effectiveness
tronic forms
nology of the discipline terminology of the terminology of the terminology of the dis- terminology of the
in oral, visual, and discipline with limited discipline with some cipline with consider- discipline with a high
written forms, including effectiveness effectiveness able effectiveness degree of effectiveness
electronic forms
The student:
processes, use of tech- contexts with limited contexts with some contexts with consider- contexts with a high
nology and materials) in effectiveness effectiveness able effectiveness degree of effectiveness
familiar contexts
and skills (e.g., choice and skills to new and skills to new and skills to new and skills to new
of tools and software, contexts with limited contexts with some contexts with consider- contexts with a high
ethical use, concepts, effectiveness effectiveness able effectiveness degree of effectiveness
procedures) to new
contexts
business studies and effectiveness of effectiveness
personal experiences,
opportunities, social
and global challenges
and perspectives; cross-
curricular and multi-
disciplinary connections)
Achievement Chart – Canadian and World Studies, Grades 9–12
Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., facts, terms, knowledge of content knowledge of content considerable knowl- thorough knowledge
definitions) edge of content of content
ideas, theories, pro- content content standing of content ing of content
cedures, processes,
methodologies, and/or
technologies)
The student:
organizing an inquiry,
asking questions,
setting goals)
detecting point of view
and bias)
(e.g., inquiry process, with limited processes with with considerable with a high degree
problem-solving effectiveness some effectiveness effectiveness of effectiveness
process, decision-
making process,
research process)

The student:
visual, and written
forms
Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., peers, adults) and purposes with and purposes with and purposes and purposes
and purposes (e.g., to limited effectiveness some effectiveness with considerable with a high degree
inform, to persuade) effectiveness of effectiveness
written forms
(e.g., conventions of vocabulary, and vocabulary, and vocabulary, and vocabulary, and
form, map conventions), terminology of the terminology of the terminology of the terminology of the
vocabulary, and termi- discipline with limited discipline with some discipline with consid- discipline with a high
nology of the discipline effectiveness effectiveness erable effectiveness degree of effectiveness
written forms
The student:
Application of knowl- – applies knowledge – applies knowledge – applies knowledge – applies knowledge
edge and skills (e.g., and skills in familiar and skills in familiar and skills in familiar and skills in familiar
concepts, procedures, contexts with limited contexts with some contexts with consider- contexts with a high
processes, and/or tech- effectiveness effectiveness able effectiveness degree of effectiveness
nologies) in familiar
contexts
Transfer of knowl- – transfers knowledge – transfers knowledge – transfers knowledge – transfers knowledge
edge and skills (e.g., and skills to new and skills to new and skills to new and skills to new
concepts, procedures, contexts with limited contexts with some contexts with consider- contexts with a high
methodologies, effectiveness effectiveness able effectiveness degree of effectiveness
technologies) to new
contexts
(e.g., past, present, limited effectiveness some effectiveness with considerable with a high degree
and future; environ- effectiveness of effectiveness
mental; social; cultural;
spatial; personal;
multidisciplinary)
Achievement Chart – Classical and International Languages, Grades 9–12
Categories 50–59% 60–69% 70–79% 80–100%

The student:
grammar, information, edge of content of content
terminology)
ideas, themes) content content standing of content ing of content

The student:
skills (e.g., generating, skills with limited skills with some with considerable with a high degree
selecting, analysing, effectiveness effectiveness effectiveness of effectiveness
synthesizing, integrat-
ing, evaluating, forming
conclusions)
oral discourse,* reading with limited processes with with considerable with a high degree
process, writing effectiveness some effectiveness effectiveness of effectiveness
process, inquiry,
research, problem solv-
ing, critical analysis,
invention)

The student:
visual, and written
forms
* Note: For classical languages, oral discourse will be primarily in English.

Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., grammar, spelling, discipline with limited discipline with some discipline with consid- discipline with a high
punctuation, pronuncia- effectiveness effectiveness erable effectiveness degree of effectiveness

tion) in oral, visual, and
written forms
The student:
concepts, strategies, contexts with limited contexts with some contexts with consider- contexts with a high
processes) in familiar effectiveness effectiveness able effectiveness degree of effectiveness
contexts
concepts, strategies, contexts with limited contexts with some contexts with consider- contexts with a high
processes) to new effectiveness effectiveness able effectiveness degree of effectiveness
contexts
between personal limited effectiveness some effectiveness with considerable with a high degree
experiences and the effectiveness of effectiveness
discipline; between
disciplines; between the
discipline and the world
outside school; between
past, present, and
future)
Achievement Chart – English, Grades 9–12
Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., forms of text, knowledge of content knowledge of content considerable knowl- thorough knowledge
reading and writing edge of content of content
strategies, information)
(e.g., concepts; ideas; understanding of understanding of considerable under- thorough understand-
opinions; relationships content content standing of content ing of content

among facts, ideas,
concepts, themes; uses
of literary devices)
The student:
generating ideas, organ-
izing an inquiry)
integrating, synthesizing, effectiveness effectiveness effectiveness of effectiveness
evaluating, forming con-
clusions)
writing process, oral dis- effectiveness some effectiveness effectiveness of effectiveness
course, critical/creative
analysis, invention,
research)

The student:
visual, and written
forms, including media
forms
Categories 50–59% 60–69% 70–79% 80–100%

The student:
and purposes (e.g., to and purposes with and purposes with and purposes and purposes
inform, to express an limited effectiveness some effectiveness with considerable with a high degree
opinion) in oral, visual, effectiveness of effectiveness
and written forms,

punctuation, style, terminology of the terminology of the terminology of the terminology of the
usage), vocabulary, and discipline with limited discipline with some discipline with consid- discipline with a high
terminology of the effectiveness effectiveness erable effectiveness degree of effectiveness
and written forms,
The student:
strategies, processes) in contexts with limited contexts with some contexts with consider- contexts with a high
familiar contexts effectiveness effectiveness able effectiveness degree of effectiveness
strategies, processes) to contexts with limited contexts with some contexts with consider- contexts with a high
new contexts effectiveness effectiveness able effectiveness degree of effectiveness
Making connections with- – makes connections – makes connections – makes connections – makes connections
in and between various within and between within and between within and between within and between
contexts (e.g., within various contexts with various contexts with various contexts various contexts
the discipline; between limited effectiveness some effectiveness with considerable with a high degree
disciplines; between per- effectiveness of effectiveness
sonal experience and the
world outside school)
Achievement Chart – English As a Second Language / English Literacy Development, Grades 9–12
Categories 50–59% 60–69% 70–79% 80–100%

The student:
grammatical structures, edge of content of content
punctuation, termi-
nology, forms of text
and media)

content (e.g., informa- understanding of understanding of considerable under- thorough understand-
tion and ideas, themes content content standing of content ing of content
in novels and short

stories, literary devices,
language variety)
The student:
(e.g., focusing an skills with limited skills with some with considerable with a high degree
inquiry, gathering effectiveness effectiveness effectiveness of effectiveness
a project)
skills (e.g., selecting, skills with limited skills with some with considerable with a high degree
analysing, generating, effectiveness effectiveness effectiveness of effectiveness
integrating, synthe-
sizing, evaluating,
writing process, oral effectiveness some effectiveness effectiveness of effectiveness
discourse, research)

The student:
information in oral information with information with some and information and information
and visual forms limited effectiveness effectiveness with considerable with a high degree
(e.g., presentations, effectiveness of effectiveness
dialogues, discussions,
role playing, debates,
graphic texts, media
works) and written
forms (e.g., journals,
notes, narratives,
reports, résumés,
stories, poems)
Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., use of English in effectiveness of effectiveness
socially and culturally
appropriate ways)
Use of conventions (e.g., – uses conventions, – uses conventions, – uses conventions, – uses conventions,
grammatical structures, vocabulary, and vocabulary, and vocabulary, and vocabulary, and
spelling, punctuation, terminology of the terminology of the terminology of the terminology of the
style, usage), vocabu- discipline with limited discipline with some discipline with consid- discipline with a high
lary, and terminology effectiveness effectiveness erable effectiveness degree of effectiveness
of the discipline in oral,
visual, and written
forms
The student:
language knowledge, contexts with limited contexts with some contexts with consider- contexts with a high
language-learning effectiveness effectiveness able effectiveness degree of effectiveness
strategies, reading
building strategies) in
familiar contexts
language knowledge, contexts with limited contexts with some contexts with consider- contexts with a high
language-learning effectiveness effectiveness able effectiveness degree of effectiveness
strategies, reading
building strategies) to
new contexts
between the language limited effectiveness some effectiveness with considerable with a high degree
and the social and cul- effectiveness of effectiveness
tural environment,
including the school;
between learning
English and becoming
aware of citizen respon-
sibilities, developing
personal and career
goals, and understand-
ing cultural references
in literature)
Achievement Chart – French As a Second Language (Core, Extended, and Immersion), Grades 9–12
Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., grammar, knowledge of content knowledge of content considerable knowl- thorough knowledge
vocabulary, definitions, edge of content of content
information)
(e.g., main ideas and understanding of understanding of considerable under- thorough understand-
supporting details, content content standing of content ing of content

literary themes and
devices, forms of text)
The student:
(e.g., focusing an inquiry, skills with limited skills with some with considerable with a high degree
using prior knowledge of
the language)
(e.g., generating, skills with limited skills with some with considerable with a high degree
analysing, integrating, effectiveness effectiveness effectiveness of effectiveness
(e.g., oral discourse, with limited processes with with considerable with a high degree
reading process, writing effectiveness some effectiveness effectiveness of effectiveness
process, problem solv-
ing, invention, research)

The student:
information in oral, information with information with some and information and information
visual, and written forms limited effectiveness effectiveness with considerable with a high degree
(e.g., clear expression; effectiveness of effectiveness
use of visual and verbal
cues; use of appropriate
vocabulary)
Categories 50–59% 60–69% 70–79% 80–100%

The student:
punctuation), vocabulary, terminology of the terminology of the terminology of the terminology of the
and terminology of the discipline with limited discipline with some discipline with consid- discipline with a high
discipline in oral, visual, effectiveness effectiveness erable effectiveness degree of effectiveness

and written forms
The student:
contexts (e.g., use of a contexts with limited contexts with some contexts with consider- contexts with a high
model, language knowl- effectiveness effectiveness able effectiveness degree of effectiveness
edge, second-language
learning strategies,
reading strategies,
vocabulary-building
strategies)
contexts (e.g., use of contexts with limited contexts with some contexts with consider- contexts with a high
models, language effectiveness effectiveness able effectiveness degree of effectiveness
knowledge, second-
language learning
strategies, reading
building strategies)
(e.g., between personal limited effectiveness some effectiveness with considerable with a high degree
experiences and FSL, effectiveness of effectiveness
between FSL and other
disciplines, between FSL
and the world outside
the school)
Achievement Chart – Guidance and Career Education, Grades 9–12
Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., terminology, vocab- knowledge of content knowledge of content considerable knowl- thorough knowledge
ulary, information) edge of content of content
(e.g., theories, concepts, understanding of understanding of considerable under- thorough understand-
skills, processes) content content standing of content ing of content
The student:
identifying a problem, effectiveness effectiveness effectiveness of effectiveness
locating and gathering
an inquiry)
reflecting, integrating, effectiveness effectiveness effectiveness of effectiveness
inquiry, decision making, effectiveness some effectiveness effectiveness of effectiveness
research, problem
solving)

The student:
(e.g., portfolios, letters,
résumés, personal
profiles, interviews,
presentations, graphic
organizers, posters,
charts)
Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., peers, employers, and purposes with and purposes with and purposes and purposes
adults) and purposes limited effectiveness some effectiveness with considerable with a high degree
(e.g., to inform, per- effectiveness of effectiveness
suade) in oral, visual,
and written forms

(e.g., appropriate style vocabulary, and vocabulary, and vocabulary, and vocabulary, and
for formal and informal terminology of the terminology of the terminology of the terminology of the
communications, discipline with limited discipline with some discipline with consid- discipline with a high
résumés, e-mails, effectiveness effectiveness erable effectiveness degree of effectiveness
journals, telephone
calls), vocabulary, and
terminology of the
and written forms
The student:
and skills (e.g., personal and skills in familiar and skills in familiar and skills in familiar and skills in familiar
management, interper- contexts with limited contexts with some contexts with consider- contexts with a high
sonal skills, learning effectiveness effectiveness able effectiveness degree of effectiveness
skills, use of technology)
in familiar contexts
and skills (e.g., personal and skills to new and skills to new and skills to new and skills to new
management, interper- contexts with limited contexts with some contexts with consider- contexts with a high
sonal skills, learning effectiveness effectiveness able effectiveness degree of effectiveness
skills, use of technology)
to new contexts
between self and school, limited effectiveness some effectiveness with considerable with a high degree
the workplace, career effectiveness of effectiveness
development, the
community, and post-
secondary destinations)
Achievement Chart – Health and Physical Education, Grades 9–12
Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., foundational skills, knowledge of content knowledge of content considerable knowl- thorough knowledge
facts, terms, character- edge of content of content
istics, symbols)
content (e.g., ideas, understanding of understanding of considerable under- thorough understand-
processes, relationships, content content standing of content ing of content

techniques, strategies,
principles, patterns,
concepts)
The student:
goal setting, decision with limited processes with with considerable with a high degree
making, problem solving, effectiveness some effectiveness effectiveness of effectiveness
conflict resolution)

The student:
(e.g., oral: role plays,
interviews, presenta-
tions; visual: posters,
collages, graphic
organizers, electronic
representations;
written: pamphlets,
flyers, journals, fitness
plans, reports)
Categories 50–59% 60–69% 70–79% 80–100%

The student:
self, peers, teachers, and purposes with and purposes with and purposes and purposes
community) and pur- limited effectiveness some effectiveness with considerable with a high degree
instruct, persuade) in

forms
in oral, visual, and discipline with limited discipline with some discipline with consid- discipline with a high
The student:
skills
play, leadership)
– health concepts
skills
play, leadership)
– health concepts
between health concepts, limited effectiveness some effectiveness with considerable with a high degree
personal development, effectiveness of effectiveness
physical fitness, active
participation, safe prac-
tices, and healthy living)
Achievement Chart – Mathematics, Grades 9–12
Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., facts, terms, proce- knowledge of content knowledge of content considerable knowl- thorough knowledge
dural skills, use of tools) edge of content of content
mathematical concepts understanding of understanding of considerable under- thorough understand-
concepts concepts standing of concepts ing of concepts
The student:
– understanding the skills with limited skills with some with considerable with a high degree
problem (e.g., formu- effectiveness effectiveness effectiveness of effectiveness
lating and interpreting
the problem, making
conjectures)
– making a plan for
solving the problem
– carrying out a plan skills with limited skills with some with considerable with a high degree
(e.g., collecting data, effectiveness effectiveness effectiveness of effectiveness
questioning, testing,
revising, modelling,
solving, inferring,
– looking back at the
solution (e.g., evaluat-
ing reasonableness,
making convincing
arguments, reasoning,
justifying, proving,
reflecting)
problem solving, inquiry) with limited processes with with considerable with a high degree
effectiveness some effectiveness effectiveness of effectiveness

The student:
ization of mathematical organizes mathemat- organizes mathemat- organizes mathemat- organizes mathemat-
thinking (e.g., clarity of ical thinking with ical thinking with some ical thinking with ical thinking with a
expression, logical limited effectiveness effectiveness considerable high degree of
organization), using oral, effectiveness effectiveness
(e.g., pictorial, graphic,
dynamic, numeric, alge-
braic forms; concrete
materials)
Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., peers, teachers) and purposes with lim- and purposes with and purposes and purposes
and purposes (e.g., to ited effectiveness some effectiveness with considerable with a high degree
present data, justify effectiveness of effectiveness
a solution, express a
mathematical argument)
written forms
(e.g., terms, symbols) in discipline with limited discipline with some discipline with consid- discipline with a high
oral, visual, and written effectiveness effectiveness erable effectiveness degree of effectiveness
forms
The student:
concepts, representa- effectiveness of effectiveness
tions, and forms within
mathematics; connec-
tions involving use of
prior knowledge and
experience; connections
between mathematics,
other disciplines, and
the real world)
Achievement Chart – Native Languages, Grades 9–12
Categories 50–59% 60–69% 70–79% 80–100%

The student:
grammar, spelling, edge of content of content
derivatives, terms)
(e.g., passages, texts, understanding of understanding of considerable under- thorough understand-
resource materials; rela- content content standing of content ing of content

tionships between the
Native language and the
culture)
The student:
(e.g., developing a plan, skills with limited skills with some with considerable with a high degree
focusing research, effectiveness effectiveness effectiveness of effectiveness
formulating questions,
(e.g., analysing, predict- skills with limited skills with some with considerable with a high degree
ing, evaluating, verifying effectiveness effectiveness effectiveness of effectiveness
relevant usage, forming
conclusions)
inquiry, use of language effectiveness some effectiveness effectiveness of effectiveness
patterns)

The student:
information in oral, visu- information with information with some and information and information
al, and written forms limited effectiveness effectiveness with considerable with a high degree
– listening and speaking effectiveness of effectiveness
(e.g., use of intonation,
rhythm, gestures,
facial expressions)
– visual forms
(e.g., pictographs)
– reading and writing
(e.g., use of diacritical
marks, syllabics,
electronic formats)
Categories 50–59% 60–69% 70–79% 80–100%

The student:
purposes (e.g., in formal and purposes with lim- and purposes with and purposes and purposes
and informal situations, ited effectiveness some effectiveness with considerable with a high degree
to communicate emo- effectiveness of effectiveness
tions) in oral, visual, and
written forms
(e.g., language patterns), vocabulary, and vocabulary, and vocabulary, and vocabulary, and
vocabulary (e.g., usage terminology of the terminology of the terminology of the terminology of the
in specific dialects), discipline with limited discipline with some discipline with consid- discipline with a high
and terminology of the effectiveness effectiveness erable effectiveness degree of effectiveness
discipline (e.g., animate,
inanimate, zoic, gender)
written forms
The student:
and skills (e.g., identify- and skills in familiar and skills in familiar and skills in familiar and skills in familiar
ing questions, following contexts with limited contexts with some contexts with consider- contexts with a high
directions, selecting effectiveness effectiveness able effectiveness degree of effectiveness
reading strategies,
describing) in familiar
contexts
and skills to new con- and skills to new and skills to new and skills to new and skills to new
texts (e.g., extending contexts with limited contexts with some contexts with consider- contexts with a high
usage of vocabulary and effectiveness effectiveness able effectiveness degree of effectiveness
language patterns)
study of the language effectiveness of effectiveness
and other disciplines,
family, Native ceremonial
life, and the broader
community)
Achievement Chart – Science, Grades 9–12
Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., facts; terminology; knowledge of content knowledge of content considerable knowl- thorough knowledge
definitions; safe use of edge of content of content
tools, equipment, and
materials)

ideas, theories, content content standing of content ing of content
principles, procedures,
processes)
The student:
Use of planning skills – uses planning skills – uses planning skills – uses planning skills – uses planning skills
and strategies (e.g., and strategies with and strategies with and strategies with and strategies with a
initiating) limited effectiveness some effectiveness considerable high degree of
effectiveness effectiveness
Use of processing skills – uses processing skills – uses processing skills – uses processing skills – uses processing skills
analysing, interpreting, limited effectiveness some effectiveness considerable a high degree of
evaluating, forming effectiveness effectiveness
conclusions)
decision making, effectiveness some effectiveness effectiveness of effectiveness
scientific inquiry)

The student:
visual, and/or written
forms
Categories 50–59% 60–69% 70–79% 80–100%

The student:
peers, adults) and pur- and purposes with and purposes with and purposes and purposes
poses (e.g., to inform, to limited effectiveness some effectiveness with considerable with a high degree
persuade) in oral, visual, effectiveness of effectiveness
and/or written forms
in oral, visual, and/or discipline with limited discipline with some discipline with consid- discipline with a high
The student:
Use of tools, equipment, – uses tools, equipment, – uses tools, equipment, – uses tools, equipment, – uses tools, equipment,
and materials and materials with and materials with and materials with and materials with
– attention to safety limited effectiveness some effectiveness considerable a high degree of
procedures effectiveness effectiveness
– correct use
among science, tech- with limited with some with considerable with a high degree of
nology, society, and the effectiveness effectiveness effectiveness effectiveness
environment
– description of how
science and technol-
ogy affect the lives
of people and other
living things in their
community
– assessment of impacts
of science and technol-
ogy on society and the
environment
Proposal of courses – proposes courses of – proposes courses of – proposes courses – proposes highly
of practical action to practical action of practical action of of practical action effective courses of
deal with problems limited effectiveness some effectiveness of considerable practical action
involving science, effectiveness
technology, society,
and the environment
Achievement Chart – Social Sciences and Humanities, Grades 9–12
Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., facts, terms, knowledge of content knowledge of content considerable knowl- thorough knowledge
definitions) edge of content of content
(e.g., theories, concepts, understanding of understanding of considerable under- thorough understand-
ideas, methodologies, content content standing of content ing of content
technologies)
The student:
skills (e.g., selecting, skills with limited skills with some with considerable with a high degree
analysing, synthesizing, effectiveness effectiveness effectiveness of effectiveness
evaluating, detecting
point of view and bias,
inquiry, problem-solving, with limited processes with with considerable with a high degree
and research processes, effectiveness some effectiveness effectiveness of effectiveness
including establishing
criteria, generating
solutions, reaching
consensus)

The student:
visual, and written
forms (e.g., reflections,
posters, role plays,
presentations, reports)
Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., peers, adults, and purposes with and purposes with and purposes and purposes
communities) and pur- limited effectiveness some effectiveness with considerable with a high degree
persuade, debate) in

forms
(e.g., language, symbols, vocabulary, and vocabulary, and vocabulary, and vocabulary, and
media usage), vocabu- terminology of the terminology of the terminology of the terminology of the
lary, and terminology of discipline with limited discipline with some discipline with consid- discipline with a high
the discipline in oral, effectiveness effectiveness erable effectiveness degree of effectiveness
The student:
procedures, processes, contexts with limited contexts with some contexts with consider- contexts with a high
methodologies, technolo- effectiveness effectiveness able effectiveness degree of effectiveness
gies) in familiar contexts
procedures, processes, contexts with limited contexts with some contexts with consider- contexts with a high
methodologies, technolo- effectiveness effectiveness able effectiveness degree of effectiveness
gies) to new contexts
past, present, and future; limited effectiveness some effectiveness with considerable with a high degree
environmental; personal; effectiveness of effectiveness
social; religious; cultural;
socio-economic)
Achievement Chart – Technological Education, Grades 9–12
Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., facts, equipment, knowledge of content knowledge of content considerable knowl- thorough knowledge
terminology, materials) edge of content of content
(e.g., procedures, design understanding of understanding of considerable under- thorough understand-
concepts, processes, content content standing of content ing of content
standards)
The student:
(e.g., identifying the skills with limited skills with some with considerable with a high degree
problem, formulating effectiveness effectiveness effectiveness of effectiveness
questions, scheduling,
selecting strategies and
resources)
(e.g., analysing and skills with limited skills with some with considerable with a high degree
interpreting information, effectiveness effectiveness effectiveness of effectiveness
reasoning, generating
and evaluating solutions,
design process, problem with limited processes with with considerable with a high degree
solving, decision making) effectiveness some effectiveness effectiveness of effectiveness

The student:
Categories 50–59% 60–69% 70–79% 80–100%

The student:
(e.g., standards/symbols, vocabulary, and vocabulary, and vocabulary, and vocabulary, and
industry codes, graphics, terminology of the terminology of the terminology of the terminology of the
units), vocabulary, discipline with limited discipline with some discipline with consid- discipline with a high
and terminology (e.g., effectiveness effectiveness erable effectiveness degree of effectiveness

acronyms) of the
and written forms
The student:
processes, use of equip- contexts with limited contexts with some contexts with consider- contexts with a high
ment and technology) in effectiveness effectiveness able effectiveness degree of effectiveness
familiar contexts
processes, use of tools contexts with limited contexts with some contexts with consider- contexts with a high
and software) to new effectiveness effectiveness able effectiveness degree of effectiveness
contexts
multidisciplinary connec- limited effectiveness some effectiveness with considerable with a high degree
tions, social impact of effectiveness of effectiveness
technology, connections
between school and
future opportunities)
04–212
ISBN 0000 0000 0
Printed on recycled paper
© Queen’s Printer for Ontario, 2004

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Achievement Charts for the Elementary Panel, Grades 1–8 . . . . . . . . . . . . . . . . 5

Health and Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Achievement Charts for the Secondary Panel, Grades 9–12 . . . . . . . . . . . . . . . . 21

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The categories of knowledge and skills are described as follows:

Communication. The conveying of meaning through various forms, as follows:

Descriptors. A “descriptor” indicates the characteristic of the student’s performance,

Achievement Chart – The Arts, Grades 1–8

Categories Level 1 Level 2 Level 3 Level 4

theories, ideas, content content standing of content ing of content

Communication The conveying of meaning through various forms

Categories Level 1 Level 2 Level 3 Level 4

oral and written forms)

Categories Level 1 Level 2 Level 3 Level 4

supporting details, content content standing of content ing of content

Communication The conveying of meaning through various forms

Categories Level 1 Level 2 Level 3 Level 4

discipline in oral, visual, effectiveness effectiveness erable effectiveness degree of effectiveness

Achievement Chart – Health and Physical Education, Grades 1–8

Categories Level 1 Level 2 Level 3 Level 4

processes, relationships, content content standing of content ing of content

Communication The conveying of meaning through various forms

Categories Level 1 Level 2 Level 3 Level 4

oral, visual, and written

Achievement Chart – Language, Grades 1–8

Categories Level 1 Level 2 Level 3 Level 4

opinions; relationships content content standing of content ing of content

Communication The conveying of meaning through various forms

Categories Level 1 Level 2 Level 3 Level 4

including media forms

Achievement Chart – Mathematics, Grades 1–8

Categories Level 1 Level 2 Level 3 Level 4

Communication The conveying of meaning through various forms

Categories Level 1 Level 2 Level 3 Level 4

Achievement Chart – Native Languages, Grades 1–8

Categories Level 1 Level 2 Level 3 Level 4

resource materials; rela- content content standing of content ing of content

Communication The conveying of meaning through various forms

Categories Level 1 Level 2 Level 3 Level 4

Achievement Chart – Science and Technology, Grades 1–8

Categories Level 1 Level 2 Level 3 Level 4

content (e.g., concepts, understanding of understanding of considerable under- thorough understand-

Communication The conveying of meaning through various forms

Categories Level 1 Level 2 Level 3 Level 4

Achievement Chart – The Arts, Grades 9–12

Categories 50–59% 60–69% 70–79% 80–100%

theories, ideas, content content standing of content ing of content

Communication The conveying of meaning through various forms

Categories 50–59% 60–69% 70–79% 80–100%

oral and written forms)

Achievement Chart – Business Studies, Grades 9–12

Categories 50–59% 60–69% 70–79% 80–100%

Communication The conveying of meaning through various forms

Categories 50–59% 60–69% 70–79% 80–100%

Achievement Chart – Canadian and World Studies, Grades 9–12

Categories 50–59% 60–69% 70–79% 80–100%

Communication The conveying of meaning through various forms

Categories 50–59% 60–69% 70–79% 80–100%

Achievement Chart – Classical and International Languages, Grades 9–12

Categories 50–59% 60–69% 70–79% 80–100%

ideas, themes) content content standing of content ing of content

Communication The conveying of meaning through various forms

* Note: For classical languages, oral discourse will be primarily in English.