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
Writing: Literary essay – Tomorrow, When the War Began
Students were required to write an in-class essay based on study of the novel, Tomorrow, When the War Began. Working
time was 50 minutes.
Question: ‘Tomorrow, When the War Began has been devoured by thousands of teenage readers. Discuss how John
Marsden has constructed the novel to appeal to so many readers.’
Reading and viewing
By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They
explain how the choice of language features, images and vocabulary contributes to the development of individual style.
They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence
used to support them.
Writing and creating
Students show how the selection of language features can achieve precision and stylistic effect. They explain different
viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their
own style by experimenting with language features, stylistic devices, text structures and images. They create a wide range
of texts to articulate complex ideas. They demonstrate understanding of grammar, vary vocabulary choices for impact,
and accurately use spelling and punctuation when creating and editing texts.
Speaking and listening
Students listen for ways features within texts can be manipulated to achieve particular effects. They show how the
selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and
perspectives through the development of cohesive and logical arguments. They develop their own style by
experimenting with language features, stylistic devices, text structures and images. They create a wide range of texts to
articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on
others' ideas, solving problems, justifying opinions and developing and expanding arguments.
Creating texts, Literary essays
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.
2014/5937 [PDF: 2014/10511]
English: Year 10 Grade C Work Sample
1
Constructs a well-organised
essay that addresses the key
points of the question or topic.
Constructs an introduction
using key words from the
question or topic to present a
thesis.
Organises ideas into clear
paragraphs with topic,
developing, supporting and
linking sentences that develop
an argument.
Uses familiar literary terms
accurately, e.g. ‘stereotype’,
‘constructed’.
Spells most words correctly,
e.g. ‘dialogue’, ‘engrossed’,
‘captivating’.
2014/5937
English: Year 10 Grade C Work Sample
2
Chooses vocabulary
appropriate to the task, e.g.
‘portrayed’, ‘representing’.
Supports an argument with
evidence, e.g. direct
quotations.
Uses most punctuation
correctly; minor errors do not
detract from meaning, e.g.
uses quotation marks
inconsistently.
2014/5937
English: Year 10 Grade C Work Sample
3
Concludes with a relevant
summary of the key points.
2014/5937
English: Year 10 Grade C Work Sample
4