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 student’s achievement and another’s. 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 Informative writing – Biography Students were asked to choose a memorable person, living or dead, whose actions have had an impact on society and the world in general. Then they wrote a detailed biography, including an explanation of why this person could be considered memorable. Students researched both in class and at home. The final copy was completed in class on their personal laptops. Reading and viewing By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. They explain how language features, images and vocabulary are used to represent different ideas and issues in texts. They interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. Writing and creating Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts students show how ideas can be expressed in new ways. They create texts for different purposes selecting language to influence audience response. When creating and editing texts for specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation. Speaking and listening Students listen for and identify different emphases in texts, using that understanding to elaborate upon discussions. They understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts students show how ideas can be expressed in new ways. They create texts for different purposes selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. Informative texts, Biography 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. 2014/26686 [PDF 2014/31361] English: Year 8 Grade A Work Sample 1 Constructs a logical introduction that engages with key ideas related to the question or topic, e.g. begins the text with a strong rhetorical question. Consistently uses a range of complex punctuation correctly, e.g. uses ellipsis as a stylistic device: ‘She was the only person he really loved…’ Expresses ideas effectively, varying sentence structures, length and beginnings to shape meaning, e.g. uses short sentence for effect: ‘This angered his father.’ Constructs paragraphs, focused on one idea, that are welldeveloped, using a combination of topic, developing, supporting and linking sentences. Consistently uses a range of complex punctuation correctly, e.g. ‘It was then, in 1908, when he developed his hatred for Jewish community.’ 2014/26686 English: Year 8 Grade A Work Sample 2 Spells most words accurately, including difficult and challenging words. Integrates relevant evidence and quotes to support main points, and explains their significance, e.g. uses quote to offer insight into the reason for Hitler’s fight with Humer. Makes language choices to produce a fluent and engaging style in an essay, e.g. ‘… so it was an easy target but he was wrong!’ Constructs a logical conclusion with a relevant summary of the key points and with clear links to the introduction, e.g. endorses the fact that Hitler was a tyrant. 2014/26686 English: Year 8 Grade A Work Sample 3 Includes a detailed bibliography showing a wide range of sources used. 2014/26686 English: Year 8 Grade A Work Sample 4