1. business and industrial
2. business operations
3. business plans

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
Persuasive writing – ‘Should Year 6 students be allowed to bring mobile phones to school?’
Students wrote a persuasive text in response to the question, ‘Should Year 6 students be allowed to bring mobile phones
to school?’ They created a plan to use to help them respond to the question.
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.
Persuasive texts, Mobile phones, Argument, Point of view
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.
2014/19490 [PDF: 2014/22184]
English: Year 6 Grade C Work Sample
1
Constructs a persuasive text
using the appropriate structure
and some persuasive devices.
Includes supporting
information, e.g. a short
elaboration to support an idea.
Uses simple, compound and
complex sentence structures
with mostly consistent tense.
Makes occasional errors when
constructing complex
sentences, e.g. ‘This is because
if a kid misses the bus or
doesn’t have enough money for
the bus they might need to call
their parents to come and pick
them up.’
Edits and proofreads, e.g.
crossing out, rewriting.
Spells most common words
correctly, e.g. ‘allowed’,
‘believe’. May confuse common
homophones, e.g. ‘to’/’too’.
Makes appropriate vocabulary
choices, using common
adjectives and adverbs, e.g.
‘Most people believe year 6 is
to (too) early to have a phone
but I think differently.’
2014/19490
English: Year 6 Grade C Work Sample
2
Plans for writing, using some
elements of persuasive text.
2014/19490
English: Year 6 Grade C Work Sample
3