Student achievement is reported at the end of the - K

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: Memory box
Students were asked to create a memory box of five to 10 items with significance from their past that they wanted to
save. They described and drew each item and explained the reasons for choosing them.
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.
Informative texts
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.
2014/25035 [PDF 2014/25972]
English: Year 2 Excellent Achievement Work Sample
1
Creates organised and detailed
texts, drawing on own
experiences, imagination and
learnt information, using
appropriate text structure with
a given framework, e.g. uses
accurate paragraph structure.
Sometimes uses correct
punctuation, including capital
letters and full stops.
Correctly spells most words,
including words with less
common letter/sound
combinations.
2014/25035
English: Year 2 Excellent Achievement Work Sample
2
In all writing contexts,
consistently forms all unjoined
upper-case and lower-case
letters of uniform size, leaves
spaces between words and
writes on the line.
Consistently uses a range of
topic-specific vocabulary,
adjectives and/or adverbs to
enhance a noun group/phrase,
e.g. ‘human year’s’ (years).
Includes relevant detail into
sentences to enhance meaning,
e.g. ‘… she was a cockler
(cocker) spaniel.’
2014/25035
English: Year 2 Excellent Achievement Work Sample
3
Includes images and annotations to support
the text.
2014/25035
English: Year 2 Excellent Achievement Work Sample
4