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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
Imaginative writing: Narrative – Shark fight
The teacher used the following task to develop narrative writing. The students were exposed to a range of stories about
the ocean. They brainstormed and shared ideas, which guided their planning using a narrative framework. Students then
wrote their stories.
Reading and viewing
By the end of Year 2 students understand how similar texts share characteristics by identifying text structures and
language features used to describe characters, settings and events. They read texts that contain varied sentence
structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide
additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language
and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make
connections between texts by comparing content. .
Writing and creating
Students create texts that show how images support the meaning of the text. They accurately spell familiar words and
attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case
letters.
Speaking and listening
They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.
When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary.
They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how
images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and
information they have learned. Students use a variety of strategies to engage in group and class discussions and make
presentations.
Creative texts, Imaginative texts, Narrative writing
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.
2014/17555 [PDF: 2014/21945]
English: Year 2 Limited Achievement Work Sample
1
Creates simple texts which
follow some elements of the
appropriate text structure with
a given framework.
Writes simple sentences.
Writes run-on sentences linked
by ‘and’ and ‘then’, e.g. ‘A long
time ago in the sea ther (there)
was a fish and an octoupus
(octopus) and a shark.’
Uses some topic-specific
vocabulary and occasionally
uses common adjectives, e.g.
‘inked’, ‘octoupus’ (octopus),
‘fish’, ‘shark’, ‘long’.
Attempts to spell common
words phonetically, e.g ‘tryd’
(tried), ‘wipet (wiped), ‘fhigt’
(fight).
Shows some evidence of
editing, underlines misspelt
words, but does not correct
them.
Usually uses capital letters to
begin sentences and full stops
to end sentences.
2014/17555
English: Year 2 Limited Achievement Work Sample
2
Correctly forms most unjoined
upper-case and lower- case
letters; however, inconsistent
size and spacing affect
legibility.
‘Shark Fight
A long time ago in the sea, there was a fish and an octopus and a shark. The shark tried to eat the fish and the
octopus was so, so, so scared that the octopus inked the shark’s face. The shark couldn’t see anything and the fish
wiped it off his body and face.’
2014/17555
English: Year 2 Limited Achievement Work Sample
3