The annotated work samples in Judging Standards support teachers when reporting

against the achievement standards; when giving assessment feedback; and when
explaining the differences between one students achievement and anothers.
Grey highlighting identifies those aspects of the achievement standard addressed in
the work sample. Annotations in black text refer to the assessment pointers while
those in coloured text highlight additional, specific qualities evident in the work.

Reporting against the Achievement Standard

Imaginative writing: Narrative-Hot air balloon

Students wrote a narrative from the stimulus title You are about to go on an adventure in a hot air balloon. Where will
you go? Students first completed a graphic organiser provided by the teacher before writing their narrative. Students
completed this task in class over two lessons.

Reading and viewing

By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and
explain how language features, images and vocabulary are used by different authors to represent ideas, characters and
events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and
use evidence from a text to explain their response to it.
Writing and creating
Students understand how language features and language patterns can be used for emphasis. They show how specific
details can be used to support a point of view. They explain how their choices of language features and images are used.
They create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate
understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and
punctuation for clarity and make and explain editorial choices.
Speaking and listening
Students listen to discussions, clarifying content and challenging others ideas. They understand how language features
and language patterns can be used for emphasis. They show how specific details can be used to support a point of view.
They explain how their choices of language features and images are used. They create detailed texts, elaborating on key
ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group
discussions, using a variety of strategies for effect.

Narrative texts, Imaginative texts

Grades are assigned at the end of the year based on the rank order of students. Grades
should not be assigned to individual assessments. Student achievement is reported at the end
of the semester or year using the letter grades and achievement descriptors. Letter grades
and achievement descriptors should not be used to assess individual pieces of work.

2014/18474 [PDF: 2014/22053]

English: Year 6 Grade A Work Sample

Plans for writing following the

appropriate structure and
sequence of a narrative.

2014/18474

English: Year 6 Grade A Work Sample

Creates an engaging,
imaginative text by selecting
appropriate elements of text
structure. Develops a
comprehensive sequence of
events and maintains interest
throughout, e.g. a climax, a
meaningful resolution.

Selects and uses specific

vocabulary to create particular
effects, e.g. I looked down at
the ever moving waves,
watching the dolphins jump
gracefully from the water.
Uses a range of sentence
structures effectively, varies
sentence beginnings and
consistently uses appropriate
tense. Uses conjunctions and
connectives when constructing
compound and complex
sentences, e.g. as, with,
once.

Effectively monitors written

text for accuracy and meaning.

2014/18474

English: Year 6 Grade A Work Sample

Purposely uses a range of

punctuation for impact or to
enhance meaning, e.g.
exclamation marks, and points
of ellipsis.

Uses a range of sentence

structures effectively, varies
sentence beginnings and
consistently uses appropriate
tense. Uses conjunctions and
connectives when constructing
compound and complex
sentences, e.g. The sweet, rich
taste gave away that it was
coconut milk and I drunk it
gladly.

Consistently and accurately

spells a range of difficult words,
e.g. wistfully, blistering,
fermenting, and presence.

2014/18474

English: Year 6 Grade A Work Sample

Effectively monitors written

text for accuracy and meaning.

Selects and uses specific

vocabulary to create particular
effects, e.g. my neck was
blistering hot sun, wiped the
sweat off my brow, looked
back at the shore wistfully.

2014/18474

English: Year 6 Grade A Work Sample