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Assessment for Report Rubric – Year 6 English
A
Excellent achievement
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.
Constructs a detailed and concise
informative text using the
appropriate structure. Considers
purpose and audience, e.g.
organises and supports ideas with
factual information and evidence,
effectively closes topic with an
evaluative comment.
Constructs a convincing argument
using a range of persuasive
devices. Considers audience and
purpose, includes rebuttal and
provides relevant information to
support key ideas.
Writes a detailed and engaging
recount using appropriate text
structure to present ideas and
experiences through personal
reflection.
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.
Selects and uses specific
vocabulary to create particular
effects.
B
High achievement
Creates an imaginative text, using
appropriate text structure to
present ideas and interest the
audience, e.g. in a narrative,
engages the reader with an
effective orientation.
C
Satisfactory achievement
Creates an imaginative text that
uses appropriate elements of text
structure, e.g. in a narrative,
orients the reader, develops a
series of events and provides a
simple resolution.
D
Limited achievement
Writes an imaginative text, using
some basic elements of text
structure, e.g. in a fictional diary
entry, includes the date and some
relevant detail.
E
Very low achievement
Makes an attempt at writing
imaginatively, e.g. in a narrative,
presents loosely linked events,
with no clear resolution.
Constructs a detailed informative
text using the appropriate
structure, e.g. ideas are organised
and supported with factual
information, including a relevant
conclusion.
Constructs an informative text
using the appropriate structure,
e.g. uses headings to organise
information, including relevant
facts and elaboration.
Constructs an informative text
using basic elements of text
structure, e.g. lists information
under some appropriate headings
but may include some irrelevant
details.
Makes an attempt at writing an
informative text, using minimal
elements of text structure, e.g.
uses a provided title and headings.
Constructs an argument using
persuasive devices and considers
alternative points of view.
Elaborates key ideas with
supporting detail.
Constructs a persuasive text using
the appropriate structure and
some persuasive devices. Includes
supporting information.
Constructs a persuasive text using
some basic elements of text
structure to present a point of
view.
Attempts to construct a simple
persuasive text.
Writes an engaging recount using
appropriate text structure to
present ideas and experiences.
Writes a recount using appropriate
elements of text structure, e.g.
logically sequences events with
some detail and provides a simple
conclusion.
Uses simple, compound and
complex sentence structures with
mostly consistent tense. Makes
occasional errors when
constructing complex sentences.
Writes a recount using some basic
elements of text structure.
Writes a simple recount, lists a few
events.
Uses simple sentence structures,
with frequent inconsistencies in
tense.
Sentence structure is not evident.
Uses sentence fragments or
phrases.
Uses appropriate vocabulary and
descriptive words to enhance
meaning in a text.
Makes appropriate vocabulary
choices, using common adjectives
and adverbs.
Uses simple, familiar vocabulary.
Writing :
Spelling
Consistently and accurately spells a
range of difficult words.
Spells a range of common and
difficult words correctly.
Writing :
Punctuation
Purposely uses a range of
punctuation for impact or to
enhance meaning.
Spells most common words
correctly. May confuse common
homophones, such as wear/where,
their/there/they’re.
Uses punctuation for clarity, e.g.
apostrophes, quotation marks and
commas to separate clauses.
Uses mostly familiar and repetitive
vocabulary, e.g. relies on the time
connective ‘then’ to sequence
events.
Spells some high frequency words
correctly.
Writing :
Editing
Effectively monitors written text
for accuracy and meaning.
Speaking & Listening:
Evaluate others’ arguments and
Appropriately uses punctuation to
Uses some punctuation correctly.
Makes frequent errors with the
improve meaning, e.g. uses
use of familiar punctuation, e.g.
commas to delineate dependent
capital letters and full stops
clauses.
missing.
Edits and proofreads for accuracy
Edits and proofreads, e.g. crossing Identifies some errors.
Makes minimal or no attempt to
and meaning, e.g. substituting
out, rewriting.
edit or identify errors.
words, making additions.
Selects supporting arguments to
Listen to discussions, clarify
Listens to discussions to clarify
Makes an attempt to listen to
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Writing :
Text structure
Writing :
Language features
Uses a range of sentence
structures, varies sentence
beginnings and uses appropriate
tense. Uses common conjunctions
and connectives when constructing
compound and complex sentences.
Assessments
Makes frequent spelling errors.
Interactions (Purpose)
Speaking & Listening:
Interactions (Skills)
Speaking & Listening:
Oral presentations
Reading & Viewing:
Purpose and audience
Reading & Viewing:
Reading processes
respond considering purpose and
audience.
Effectively use a broad range of
language features and language
patterns for emphasis.
Use effective strategies for
dialogue and discussion in range of
familiar and new context, including
speaking clearly and coherently
and at an appropriate length,
acknowledging and extending the
contributions of others, asking
pertinent questions and answering
others’ questions.
Understand that strategies for
interaction become more complex
and demanding as levels of
formality and social distance
increase. Effectively demonstrate
through accurate dramatization.
[ACELA1516]
Effectively participate in pair,
group, class, school and
community speaking and listening
situations, including informal
conversations, discussions,
debates and presentations.
Choose and apply vocabulary and
spoken text and sentence structure
for particular purposes and
audiences, adapting language
choices to meet the perceived
audience needs, such as
recounting an excursion to a
younger student or welcoming a
visitor to a school function.
Use technologies to collaboratively
prepare a humourous, dynamic
group view on a debatable topic,
such as ‘Kids should be allowed to
read and view what they like. ’to
be presented to teachers and
parents.
Explain and distinguish strategies
such as exaggeration and character
embarrassment to amuse and to
offer insights into characters’
feelings, so building empathy with
their point of view and concern for
their welfare.
Make connections between
students own experiences and
those of characters and events
represented in text drawn from
different historical, social and
challenge others.
content.
discussion.
Identifies some language features
and language patterns.
Uses simple language features.
Identify some question beginning
words used for open-ended
questions.
Makes minimal or no attempt to
ask open-ended questions.
Compare texts including media
Show how specific details can be
texts that represent ideas and
used to support a point of view.
events in different ways, explaining
the effects of the different
approaches.
(ACELY1708)
Identify how details can be used to
support a point of view.
Use simple, familiar vocabulary.
Experiment with and modify a
range of language features and
images considering purpose and
audience.
Explain how their choices of
language features and images are
used.
Identify how choices of language
features and images are used.
Attempts to identify language
features and images used.
Identify and explain how choices in
language, for example modality,
emphasis, repetition and
metaphor, influence personal
response to different text.
(ACELT1615)
Create detailed text, elaborating
on key ideas for a range of
purposes and audiences.
Understand how language features
and language patterns can be used
for emphasis.
Attempts to identify some
language features and language
patterns that are used for
emphasis.
Rehearse and deliver presentations
with given content, selecting
appropriate multimodal elements
to emphasise effect for defined
audience and purpose.
Make presentations and contribute
actively to class and group
discussions, using a variety of
strategies for effect.
Read presentations using some
basic strategies for effect: e.g.
raising voice at the end of a
question.
Reads a short presentation
(quietly) without effect/emphasis.
Identify strategies such as
exaggeration and character
embarrassment to amuse and to
offer insights into characters’
feelings, so building empathy with
their point of view and concern for
their welfare.
Compare text including media
texts that represent ideas and
events in different ways, explaining
the effects of the different
approaches.
Understand how the use of text
structures can achieve particular
effects.
Identifies how the use of some text
structures can achieve particular
effects.
Makes minimal or no attempt to
identify how the use of text
structures can achieve particular
effects.
Analyse how text structures and
language features work together
to meet the purpose of a text.
(ACELY1711)
Identify some language features
and text structures using a variety
of text.
Identify a few language features
and text structures.
Uses some language features and
language patterns for emphasis.
Use appropriate strategies, for
example, pausing, questioning,
rephrasing, repeating,
summarising, reviewing and asking
clarifying questions.
content and challenge others’
ideas.
Describes how language features
and language patterns can be used
for emphasis.
Recognise, through use, that
closed questions ask for a precise
response and open-ended
questions prompt a speaker to
provide more information.
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Reading & Viewing:
Comprehension
strategies
cultural contexts.
(ACELT1613)
Identify, describe and discuss
similarities and differences
between texts, including those by
the same author or illustrator, and
evaluate characteristics that define
an author’s individual style.
(ACELT1616)
Use comprehension strategies to
interpret and analyse information
and ideas, comparing content from
a variety of textual sources
including media and digital texts.
(ACELY1713)
(ACELY1708)
Identify the relationship between
words, sounds, imagery and
language patterns in narratives
and poetry such as ballads,
limericks and free verse.
(ACELT1617)
Select, navigate and read text for a
range of purposes, applying
appropriate text processing
strategies and interpreting
structural features, for example
table of contents, glossary,
chapters, headings and
subheadings.
(ACELY1712)
Understand and explain how
authors use language features,
images and text structures to
achieve particular aesthetic,
humorous and persuasive
purposes and effects.
(ACELA1518)
Compare and analyse information
in different texts, explaining literal
and implied meaning.
Analyse strategies authors use to
influence readers. (ACELY1801)
With guidance discuss strategies
authors use to influence readers.
(ACELY1801)
Select and use evidence from a
text to explain their response to it.
Attempt to use some evidence
from a text to explain their
response to it.
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