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These assessment pointers are for judging standards of student performance in Year 5 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.

Reporting against the Achievement Standard

These are the assessment pointers for the Writing and creating mode.
Additional assessment pointers for Reading and viewing and Speaking and listening modes will be
developed as further work samples are received from schools.

(organised by modes from The Australian Curriculum version 6.0)


Reading and viewing
By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence
interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and
settings in texts are depicted and explain their own responses to them.
Writing and creating
Students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create a variety of sequenced texts for
different purposes and audiences. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing
their work to provide structure and meaning.
Speaking and listening
Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text
selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes and audiences. They make presentations and
contribute actively to class and group discussions, taking into account other perspectives.
2013/36592v6 [PDF 2013/37341] Published: 21 July 2014

Excellent achievement

High achievement

Satisfactory achievement

Limited achievement

Very low achievement

Text structure

Creates a cohesive, imaginative


text that interests the audience
and includes a well-developed
plot.

Creates an interesting,
imaginative text using
appropriate text structure, e.g.
in a narrative, includes an
introduction, a sequence of
events leading to a complication
and a resolution.

Creates an imaginative text


using appropriate text structure,
e.g. in a narrative, orients the
reader, includes a complication
and a resolution.

Includes some elements of


imaginative text structure, e.g.
in a narrative, constructs loosely
linked events involving
undeveloped characters and
setting.

Attempts to use a formulaic


structure to create an
imaginative text, e.g. in a
narrative, writes a series of
events.

Text structure

Constructs an accurate and


detailed informative text using
the appropriate structure. Ideas
are organised and supported
with factual information and
elaboration.

Constructs an accurate
informative text using the
appropriate structure. Ideas are
organised; factual information is
supported with some
elaboration.

Constructs an informative text


using the appropriate structure,
e.g. in a report, organises
information and includes
relevant facts and some
supporting detail.

Constructs a basic informative


text with some elements of text
structure, e.g. lists information
under a few headings and may
include incorrect or irrelevant
details.

Attempts to write an
informative text, using minimal
elements of text structure, e.g.
uses provided title and
headings.

Presents a convincing argument


that includes persuasive devices,
supporting evidence and detail,
and may demonstrate
understanding of other points of
view.

Presents an argument using


persuasive devices. Includes
relevant supporting detail and
may consider an alternative
point of view.

Presents an argument, including


supporting detail, using a
formulaic structure and some
persuasive devices.

Presents a simple one-sided


point of view.

Presents a brief outline of a


point of view.

Uses simple, compound and


complex sentences, varying the
length and/or structure for
effect.

Uses a range of sentence


structures, varying length
and/or beginnings to create
interest.

Uses simple, compound and


complex sentences to extend
ideas.

Uses simple and compound


sentences.

Repeats and and so in run-on


sentences.

Expresses information clearly,


using topic-specific vocabulary
and precise words and phrases.

Uses vocabulary to enhance the


text, e.g. may use adjectives and
adverbs to develop descriptions.

Uses simple vocabulary and


some appropriately selected
descriptive and topic-specific
words.

Uses everyday language and


includes a few given topicspecific words and phrases.

Uses everyday language.

Consistently spells common and


complex words correctly.

Spells most common and


complex words correctly.

Spells most common words


correctly.

Spells some common words


correctly.

Misspells most common words.

Language features

Spelling

Punctuation

Editing

Excellent achievement

High achievement

Satisfactory achievement

Limited achievement

Very low achievement

Consistently uses complex


punctuation with some accuracy
and to enhance meaning.

Correctly uses most punctuation


to improve text and/or for
effect.

Correctly uses familiar


punctuation.

Uses some basic punctuation


correctly.

Attempts to use basic


punctuation.

Accurately monitors own work


to enhance meaning, e.g. may
edit to improve sequencing.

Employs strategies to monitor


and edit own work for accuracy
and meaning.

Employs editing strategies to


identify and correct some errors
and/or enhance meaning.

May identify inaccurate spelling,


e.g. by underlining.

Uses minimal editing strategies.