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JUDGING STANDARDS IN YEAR 3 ENGLISH
Reporting against the Achievement Standard
YEAR 3 ENGLISH ACHIEVEMENT STANDARD
These assessment pointers are for judging standards of student performance in Year 3 English. They
are examples of what students may demonstrate rather than a checklist of everything they should do.
For reporting, they are used to make on-balance judgments about achievement based on what has
been taught and assessed during the reporting period. They can also be used to guide the pitch of
assessment tasks, develop marking keys and inform assessment feedback.
These are the assessment pointers for the Reading and viewing and Writing and creating modes.
Additional assessment pointers for the Speaking and listening mode are currently being developed.
(organised by modes from The Australian Curriculum version 6.0)
Reading and viewing
By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language
features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images
that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts
that relate to their own lives and to other texts.
Writing and creating
Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. They demonstrate understanding of
grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell
words accurately, checking their work for meaning. They write using joined letters that are clearly formed and consistent in size.
Speaking and listening
Students listen to others’ views and respond appropriately. They understand how language features are used to link and sequence ideas. They understand how language can be
used to express feelings and opinions on topics. They create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions,
asking questions, providing useful feedback and making presentations.
2013/36583v9 [PDF 2013/37339] Published: 22 May, 2015
YEAR 3 ENGLISH ASSESSMENT POINTERS – READING AND VIEWING
A
B
C
D
E
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Very low achievement
Meaning and
interpretation
Discusses key ideas from a text
and uses textual examples to
explain the difference between
literal and implied meaning.
Explains key ideas from a text
and provides a description of
literal and implied meaning.
Identifies key ideas from a text
and comments on literal and/or
implied meaning.
Lists a few key ideas and
identifies literal meaning in a
text.
Recalls a few key ideas from a
text.
Text structure
Explains how different text types
suit the context, audience and
purpose.
Describes how different text
types suit the context, audience
and purpose.
Identifies the characteristics and
audience for imaginative,
informative and persuasive
texts.
Identifies one or two familiar
text types.
Lists an aspect of a familiar text
type.
Language and
conventions
Discusses why the author selects
certain language features,
images and vocabulary, and
explains in detail the effects
achieved.
Describes why the author
selects language features,
images and vocabulary, and
explains the effects achieved.
Identifies language features,
images and vocabulary selected
by the author to create a
particular effect.
Identifies some simple language
features in a text.
Identifies a language feature in a
text.
Explains how and why authors
portray characters, events and
settings in different ways in
order to achieve a particular
purpose.
Describes how and why authors
portray characters, events and
settings in different ways,
according to the purpose of the
text.
Identifies how and why authors
portray characters, events and
settings in different ways and
links to the purpose of the text.
Comments briefly on main
characters and key events from
the text.
Recalls some characters or
events from the text.
Explains a viewpoint in a text
and provides alternative
opinions with justification from
the text.
Describes a viewpoint in a text
and provides an alternative
opinion, referring to an example
from the text.
Identifies a viewpoint in a text
and comments on another
viewpoint suggested by the text.
Identifies briefly a viewpoint in a
text.
Offers a personal opinion on
text.
Response and evaluation
Explains meaningful connections
to key ideas in a range of texts.
Describes personal experiences
related to some key ideas in a
range of texts.
Links personal experiences with
familiar texts and shares a
response.
Shares a personal experience
with limited connection to the
text.
Shares a personal experience
unrelated to the text.
Reading aloud
Reads a wide range of texts with
fluency and intonation,
demonstrating knowledge of
phonics and language features.
Uses relevant text processing
strategies.
Reads a range of varied texts
with fluency and intonation,
demonstrating knowledge of
phonics and language features.
Uses some relevant text
processing strategies.
Reads a variety of texts,
demonstrating understanding of
phonics and language features,
and using text processing
strategies such as predicting and
self-correcting.
Reads simple texts aloud,
demonstrating some knowledge
of phonics and language
features.
Requires assistance to read
aloud.
Context, audience and
purpose
YEAR 3 ENGLISH ASSESSMENT POINTERS – WRITING AND CREATING
A
B
C
D
E
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Very low achievement
Plans and writes a range of
detailed texts (imaginative,
informative and persuasive).
Clearly connects the elements of
the appropriate text structure
with a given framework for
familiar and unfamiliar
audiences.
Plans and writes a range of texts
(imaginative, informative and
persuasive). Connects the
elements of the appropriate text
structure with a given
framework for familiar and
unfamiliar audiences.
Plans and writes a range of texts
(imaginative, informative and
persuasive). Uses elements of
the appropriate text structure
with a given framework for
familiar and unfamiliar
audiences.
Plans and writes a range of texts
(imaginative, informative and
persuasive). Uses some
elements of the appropriate text
structure with a given
framework for familiar and
unfamiliar audiences.
Plans and attempts to write
texts. Uses few elements of the
appropriate text structure with a
given framework for familiar
audiences.
Uses a range of simple,
compound and complex
sentences to express ideas,
feelings and opinions to
enhance meaning.
Writes simple, compound and
complex sentences to express
ideas, feelings and opinions.
Writes simple, compound and
some complex sentences to
express ideas, feelings and
opinions.
Writes simple and compound
sentences, relying on ‘and’ and
‘so’. Writes run-on sentences.
Writes short simple sentences
and sentence fragments.
Selects and uses descriptive
language with a range of topicspecific and complex vocabulary
to enhance meaning appropriate
to the audience and purpose.
Uses descriptive language and a
range of topic-specific
vocabulary to enhance meaning
appropriate to the audience and
purpose.
Uses descriptive language and a
range of topic-specific
vocabulary to enhance meaning.
Uses some descriptive language
and topic-specific vocabulary to
enhance meaning.
Uses everyday language and
vocabulary.
Spelling
Spells most words accurately
applying a range of strategies,
spelling rules and context.
Spells most words accurately,
using a bank of known words,
letter patterns and spelling
rules.
Uses knowledge of sounds and
high frequency words to spell
most words accurately.
Correctly spells a small bank of
known and common words.
Correctly spells some simple
words.
Punctuation
Correctly uses a range of
appropriate punctuation to
enhance meaning relevant to
the purpose and context, such
as correctly punctuated
dialogue.
Correctly uses a range of
appropriate punctuation
relevant to the purpose and
context, such as quotation
marks for dialogue, but
sometimes omits the comma.
Correctly uses appropriate
punctuation relevant to the
purpose and context.
Uses some appropriate
punctuation which may be
relevant to the purpose and
context.
Inconsistently uses capital
letters and full stops.
Text structure
Language features
A
B
C
D
E
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Very low achievement
Editing
Consistently checks a range of
texts for meaning. Edits and
corrects for spelling,
punctuation and grammar.
Checks a range of texts for
meaning. Edits for spelling and
punctuation and corrects errors.
Checks a range of texts for
meaning. Edits to identify errors
for spelling, boundary
punctuation and capitalisation.
Shows some evidence of editing,
identifies misspelt words, but
does not correct them.
Shows little or no evidence of
editing.
Handwriting
In all writing contexts,
consistently writes all joined
letters of uniform size, leaves
spaces between words and
writes on the line.
Writes legibly and consistently;
forms all joined letters of
uniform size, leaves spaces
between words and writes on
the line.
Legibly forms and writes all
joined letters of uniform size,
leaves spaces between words
and writes on the line.
Writes a combination of joined
and unjoined letters which may
be uniform in size and leaves
spaces between words.
Correctly forms most joined
letters; however, inconsistent
size and spacing affect legibility.