What is the Australian Curriculum Proficiency Levels?

Proficiency levels in the Australian Curriculum describe what students can demonstrate regarding knowledge, understanding, and skills. Rather than grades (A, B, C, D, F) or percentages (75%, 82%), proficiency levels describe the quality of student learning using descriptors. The four proficiency levels are: Foundation, Consolidating, Proficient, and Extended.

This approach provides more meaningful information about student learning. Instead of knowing only that a student scored 72%, proficiency levels communicate specifically what the student understands and can do. This supports more targeted support and clearer communication with families about learning progress.

These levels are used consistently across all learning areas and year levels in the Australian Curriculum, making it easy for schools to use consistent language when discussing student progress. A student working at Proficient in Year 3 Mathematics is demonstrating consistent understanding and solid skills at that year level.

Proficiency levels differ fundamentally from traditional grading systems. Grades often rely on averaging percentages, which can mask what students actually understand. For example, a student earning a "B" (80%) might have deep understanding in some areas but gaps in others—the grade doesn't reveal this. Proficiency levels provide more specific information about what students can actually do.

Proficiency levels also support inclusive assessment. Rather than comparing students to each other (how many A's vs B's), proficiency levels describe student learning absolutely—what each student demonstrates regardless of what peers are doing. This is particularly important for students with disabilities or additional needs, whose progress might not follow typical pathways but is still meaningful and important.

Proficiency levels support differentiated teaching. By identifying students' current proficiency level, teachers can target teaching to develop the next level. For instance, if a student is Consolidating in reading comprehension, teaching focuses on helping them develop more confident, independent comprehension skills. This is more targeted and effective than generic small-group teaching.

Proficiency levels also help identify students who might be extended. Students working at Extended level are ready for enrichment and deeper, broader learning. Without explicit attention to proficiency levels, extended learners sometimes receive more of the same work rather than genuinely extended opportunities.

1

ACARA Assessment and Proficiency Guidance

Official ACARA guidance on using proficiency levels for assessment, with examples of student work at each proficiency level across learning areas, supporting consistent interpretation.

Free ACARA Official

Find resources →

Making reliable proficiency judgements requires evidence from multiple sources over time. A single test doesn't determine proficiency; rather, teachers gather evidence through observations, work samples, conversations, and assessments. Looking across these sources, teachers make professional judgements about the proficiency level best describing student learning.

Proficiency judgements aren't about reaching a quota of students at each level. Rather, they're about accurately describing where each student is in their learning journey. Some classes might have most students at Proficient (which could indicate strong teaching) whilst others might have more spread (which could indicate wider prior learning differences). The proficiency level distribution reflects the particular group, not a fixed expectation.