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. Judging Standards 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 Work Sample: Year 6 English Performance associated with Grade C, representing SATISFACTORY achievement Summary of task: 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?’ Students created a plan to help them respond to the question. Year 6 English Achievement Standard – Relevant to this task 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. Key words: Persuasive texts, Mobile phones, Argument, Point of view Grades are assigned at the end of the year based on the rank order of students. Grades should not be assigned to individual assessments. 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. 2014/19515 [PDF: 2014/22134] English: Year 6 Grade C Work Sample 1 Work Sample Annotations Constructs a persuasive text using the appropriate structure and some persuasive devices. Includes supporting information, e.g. includes a short elaboration to support an idea. ‘Firstly, if you were in class and your phone rang…’ Uses simple, compound and complex sentence structures with mostly consistent tense. Makes occasional errors when constructing complex sentences, e.g. ‘If one phone could be distracting imagine a whole class of students with phones.’ Makes appropriate vocabulary choices, using common adjectives and adverbs, e.g. ‘I strongly disagree that phones should be allowed to be in school as they are distracting, disturbing, stressful if they are lost and help a student cheat.’ Spells most common words correctly, e.g. ‘students’, ‘cause’, ‘allowed’. 2014/19515 English: Year 6 Grade C Work Sample 2 Work Sample Annotations Plans for writing using elements of persuasive text. 2014/19515 English: Year 6 Grade C Work Sample 3 Work Sample 2014/19515 Annotations English: Year 6 Grade C Work Sample 4