Skill Rubrics


If we are to:
  • faciliate development across these skills
  • monitor progress (formatively and summatively)
  • have a common understanding of what we are trying to achieve
then we need to have clear descriptors of each skill and a shared understanding of what progression in that skill looks like.

Only when we have these foundations in place can a school make a real impact.
By sharing these with the students we also clarify for them what the skills look like and give them criteria they can measure themselves against as well as set their own skill development targets.

Below are a sample of how one school has developed their initial overview of the skills with the development steps identified and clarified.


Identify a need or problem
Step 1
I can identify that a need or problem exists
Step 2
I can identify a specific and relevant need or problem
Step 3
I can analyse a situation, recognise a need or problem and its key features
Step 4
I can analyse a situation, recognising the range of needs and problems, and their key features



The ability to Identify, understand and use relevant contextual vocabulary.
Step 1
· I attempt to use contextual vocabulary correctly for the context but sometimes I do not have the correct words.
Step 2
· I can ask questions to clarify definitions
· I can, with support, seek to understand the meaning of words in context.
Step 3
I can independently use a range of strategies to seek understanding of the meaning of words in context. I use contextual vocabulary appropriately to the context in oral situations.
Step 4
I use contextual vocabulary appropriately to the context orally & in writing. I attempt to ensure that those around share a common understanding.



Ability to make informed decisions with due consideration of possible options and their consequences
Step 1
I make decisions with no displayed awareness of consequences
Step 2
I make decisions based on the obvious immediate consequences or outcomes
Step 3
· I consider positives and negatives
· I consider short and long term consequences
· I make decisions after considering the above
Step 4
· I can identify a range of choices and their possible outcomes
· I consider short and long term consequences for other people involved and decide accordingly
· I can justify the decisions I have made




Ability to acquire and validate needed information
Step 1
I can extract information from a chosen source.
Step 2
I can extract information from a chosen source, relevant to my need.
Step 3
I can find and validate relevant information from at least 3 sources
Step 4
I can find relevant information and validate it using other sources and by analysing the credibility of the source.




Ability to create and use relevant questions to guide thinking, and gain information.
(Refers to QuESTioning Matrix)

Step 1
· I attempt to ask questions but still create some statements or irrelevant questions.
(Stage 1 & 2)

Step 2
· I can identify an information need
· I can identify and use relevant key words
· I can use identified needs and key words to create relevant questions.
(Stage 3 & 4)

Step 3
· I can identify and use relevant key words and phrases
· I can use identified needs and key contextual vocabulary to create a rangeof relevant questions
(Stage 1 - 5)

Step 4
I am an effective questioner.
· I can identify an information need and relevant vocabulary
· I can edit questions where necessary
· I can pose a range of relevant questions including probing questions for interviews.
(Stage 3 - 7)
· I can take my questions to a variety of appropriate sources
· I persist until I locate the required information.



Ability to create & critique information, argument, belief or theory
Step 1
The ability to present information/argument with supporting evidence and logic
The ability to identify and critique information/argument
Step 2
· I can make an assertion but do not support it with logic or evidence
· I can identify an assertion but not challenge it
Step 3
· I can identify the difference between fact and opinion in my own assertions.
· I can make a clear statement of fact
· I can identify the difference between fact and opinion in other people’s assertions
Step 4
· I can create an argument including fact/s or an example to logically support my main assertion. (Uses words like because, therefore, so)
· I can logically use information to identify motive or contradictions to critique an argument
Step 5
· I can consider and utilise evidence, points of view, information, theories and logic to present a strong argument with justified assertions.
· I can evaluate arguments, using information and evidence to challenge the assertions and logic, checking for validity, motive, bias contradictions or distortion.


(This version of the skills is courtesy of Dannevirke south School.)