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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
Informative writing – Biography
Students were asked to choose a memorable person, living or dead, whose actions have had an impact on society and
the world in general. Then they wrote a detailed biography, including an explanation of why this person could be
considered memorable. Students researched both in class and at home. The final copy was completed in class on their
personal laptops.
Reading and viewing
By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language
mode and how this varies for different purposes and audiences. They explain how language features, images and
vocabulary are used to represent different ideas and issues in texts. They interpret texts, questioning the reliability of
sources of ideas and information. They select evidence from the text to show how events, situations and people can be
represented from different viewpoints.
Writing and creating
Students understand how the selection of language features can be used for particular purposes and effects. They explain
the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language
features from other texts students show how ideas can be expressed in new ways. They create texts for different
purposes selecting language to influence audience response. When creating and editing texts for specific effects, they
take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of
grammar, select vocabulary for effect and use accurate spelling and punctuation.
Speaking and listening
Students listen for and identify different emphases in texts, using that understanding to elaborate upon discussions. They
understand how the selection of language features can be used for particular purposes and effects. They explain the
effectiveness of language choices they use to influence the audience. Through combining ideas, images and language
features from other texts students show how ideas can be expressed in new ways. They create texts for different
purposes selecting language to influence audience response. They make presentations and contribute actively to class
and group discussions, using language patterns for effect.
Informative texts, Biography
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.
2014/26686 [PDF 2014/31361]
English: Year 8 Grade A Work Sample
1
Constructs a logical
introduction that engages with
key ideas related to the
question or topic, e.g. begins
the text with a strong rhetorical
question.
Consistently uses a range of
complex punctuation correctly,
e.g. uses ellipsis as a stylistic
device: ‘She was the only
person he really loved…’
Expresses ideas effectively,
varying sentence structures,
length and beginnings to shape
meaning, e.g. uses short
sentence for effect: ‘This
angered his father.’
Constructs paragraphs, focused
on one idea, that are welldeveloped, using a combination
of topic, developing, supporting
and linking sentences.
Consistently uses a range of
complex punctuation correctly,
e.g. ‘It was then, in 1908, when
he developed his hatred for
Jewish community.’
2014/26686
English: Year 8 Grade A Work Sample
2
Spells most words accurately,
including difficult and
challenging words.
Integrates relevant evidence
and quotes to support main
points, and explains their
significance, e.g. uses quote to
offer insight into the reason for
Hitler’s fight with Humer.
Makes language choices to
produce a fluent and engaging
style in an essay, e.g. ‘… so it
was an easy target but he was
wrong!’
Constructs a logical conclusion
with a relevant summary of the
key points and with clear links
to the introduction, e.g.
endorses the fact that Hitler
was a tyrant.
2014/26686
English: Year 8 Grade A Work Sample
3
Includes a detailed bibliography
showing a wide range of
sources used.
2014/26686
English: Year 8 Grade A Work Sample
4