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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: Recount – Space Dome
The teacher used the following task to develop recount writing. After experiencing an incursion, the students discussed
what had happened with a partner in a timed pair share, centring on ‘what, where, who, when, why and how’. Then the
class brainstormed and discussed the experience, including an ordered list of the events and some of the terminology
heard. Before writing, the students drew their impressions of the experience. This guided some of their thinking for their
writing. Following a ‘gallery walk’ of all their drawings, the students wrote about their experiences. Subsequently, they
shared their thoughts and experiences by reading what they had written to each other. The use of descriptive words had
been encouraged prior to this task.
Reading and viewing
By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience
when explaining characters and main events in short texts. They identify the language features, images and vocabulary
used to describe characters and events. Students read aloud, with developing fluency and intonation, short texts with
some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge
of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They
recall key ideas and recognise literal and implied meaning in texts.
Writing and creating
When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use
capital letters and full stops. They correctly form all upper- and lower-case letters.
Speaking and listening
They listen to others when taking part in conversations using appropriate language features. They listen for and
reproduce letter patterns and letter clusters. Students understand how characters in texts are developed and give
reasons for personal preferences. They create texts that show understanding of the connection between writing, speech
and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions,
taking turns when responding. They make short presentations of a few connected sentences on familiar and learned
topics.
Creating texts, Informative texts, Factual recount
Student achievement is reported at the end of the semester or year using achievement
descriptors, which may be accompanied by letter grades. Achievement descriptors/letter
grades should not be used to assess individual pieces of work.
2014/6246 [PDF: 2014/18068]
English: Year 1 Satisfactory Achievement Work Sample
1
Draws an image to connect ideas to writing.
2014/6246
English: Year 1 Satisfactory Achievement Work Sample
2
Creates short texts for a range
of purposes using simple
frameworks which follow main
elements of the structure.
Writes simple sentences and
frequently uses ‘and’ to
connect clauses, e.g. ‘Frst
Alistair and us tarct and we
larnt how to opn the dor and
we larnt how long the ereth
tacs to do a trn and a scrcl’.
(First, Alistair and us talked and
we learnt how to open the door
and we learnt how long the
Earth takes to do a turn and a
circle.)
Correctly spells words with
regular spelling patterns, e.g.
‘long’, ‘time’.
Spells words phonetically,
representing most sounds, e.g.
‘tarct’ (talked), ‘srcl’ (circle),
‘youst’ (used), ‘lookt’ (looked),
‘visitd (visited), ‘sunris’
(sunrise), ‘Frst’ (first), ‘larnt’
(learnt), ‘haw’ (how), ‘opn’
(open).
2014/6246
English: Year 1 Satisfactory Achievement Work Sample
3
Provides details about ideas or
events. Uses vocabulary and
adjectives often for emphasis,
e.g. ‘ereth’ (Earth),’ laser light’,
‘planets’, ‘stars’, ‘milky way’
(Milky Way), ‘mars’ (Mars),
‘fraze’ (froze).
Correctly uses capital letters
and full stops.
Writes correctly formed
unjoined upper-case and lowercase letters that are uniform in
size.
Correctly spells high-frequency
words, such as ‘was’, ‘like’,
‘play’, ‘out’, ‘went’, ‘that’,
‘then’, ‘with’, ‘you’.
Writes simple sentences and
frequently uses ‘and’ to
connect clauses, e.g. ‘We lookt
(looked) at the night and
sunsets and the moon, sunris
(sunrise) and then we wopn d
(opened) the doors and went
…’
2014/6246
English: Year 1 Satisfactory Achievement Work Sample
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