JUDGING STANDARDS IN YEAR 10 ENGLISH
Reporting against the Achievement Standard
YEAR 10 ENGLISH ACHIEVEMENT STANDARD
These assessment pointers are for judging standards of student performance in Year 10 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 judgements 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.
These are the assessment pointers for the Reading and viewing and Writing and creating modes.
Assessment pointers for the Speaking and listening mode are currently being developed.
(organised by modes from the Australian Curriculum version 6.0)
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.
2013/36602v9 [PDF 2013/37347] Published: 20 July, 2015
YEAR 10 ENGLISH ASSESSMENT POINTERS – READING AND VIEWING
Meaning and
interpretation
Text structure
A
B
C
D
E
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Very low achievement
Constructs an interpretation of a
text, referring in detail to the
language, structural and/or
visual features of the text.
Constructs an interpretation of a
text and is able to discuss
language, structural and/or
visual features.
Explains own interpretation of a
text and supports it with some
evidence from the text.
Provides a brief outline of own
reading of a text with little
evidence to support this
interpretation.
Retells some details of a text
without interpretation.
Integrates relevant quotations
fluently to illustrate points being
made and to justify own
interpretation.
Uses relevant quotations
effectively to support points
being made and to justify own
interpretation.
Uses appropriate quotations to
support points being made.
Quotes from a text but does not
explain relevance.
Repeats some words from a text
without linking to a point.
Analyses the representations of
the same individual, group or
issue across a range of texts
from different historical, social
and cultural contexts. Explains
why these representations are
similar or different.
Discusses the representations of
the same individual, group or
issue across a range of texts
from various contexts,
explaining the similarities or
differences.
Compares representations of
the same individual, group or
issue across a few texts,
identifying the similarities and
differences between them.
Identifies simple
representations of the same
individual, group or issue in
texts.
Makes simple connections
between familiar texts, but does
not explain the significance of
these connections.
Explains and analyses the
values, attitudes and beliefs
endorsed or challenged by
individuals or groups
represented in a text.
Explains the values, attitudes
and beliefs of individuals or
groups represented in a text.
Identifies some of the values,
attitudes or beliefs of individuals
or groups represented in a text.
Provides little discussion of the
values and attitudes explored
within a text.
Provides a simple description of
an individual and/or group
featured in a text.
Explores and evaluates how the
construction of a text may
produce the desired response in
the target audience.
Explains the effect that the
structure of a text may have on
the target audience.
Provides a reason for a
particular feature of a text’s
structure.
Refers to the structure of a text
without providing examples.
Identifies a familiar element of
the structure of a text.
Explores the composition of an
image and evaluates how its
construction influences viewer
response, referring closely to
the text to illustrate points being
made.
Discusses, using relevant textual
evidence, how the elements of
construction of an image
contribute to the formation of a
response.
Explains, using examples from
the text, how the elements of
construction of an image
contribute to the formation of a
response.
Provides simple description of
an image without interpretation.
Lists some features of text.
A
B
C
D
E
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Very low achievement
Language and
conventions
Analyses a range of complex
language and/or visual features
in texts and explains how they
work together to shape
meaning.
Identifies specific language
and/or visual conventions used
in texts and explores the effect
on reader response. Uses
relevant textual evidence to
support ideas.
Explains how language and/or
visual features of texts affect
meaning. Provides some wellchosen examples.
Identifies familiar language or
visual features in a text, but
does not explain how their use
shapes meaning and effect.
Describes details from a text
without providing an analysis of
how meaning is created.
Context, audience and
purpose
Explores how the context of
production shapes a reading and
provides supporting evidence
from the text.
Provides specific details about
the context of production which
forms the basis of a reading.
Makes general links between
the context of production of a
text and details within the text
without commenting on the
relevance of the context.
Makes broad generalisations
about the context of production
of a text.
Provides little awareness of the
relevance of the context of
production.
Explores the various factors that
shape the reader’s or viewer’s
own context and examines how
they may impact on making
meaning.
Explains aspects of the reader’s
or viewer’s own context and
how they may influence a
response to a text.
Describes some elements of the
context of a reader or viewer
and how this may affect their
response to a text.
Identifies simple elements of the
context of a reader or viewer.
Provides simple ideas, usually
about own context.
Analyses how a text is
constructed to appeal to a
target audience and serve a
specific purpose.
Discusses a range of factors
influencing audience response in
relation to purpose.
Explains links between target
audience and purpose.
Identifies target audience or
purpose of a text without
describing link.
Identifies one element of target
audience and/or purpose of a
text.
Explores commonly held
assumptions about social groups
reflected in a visual text,
illustrating ideas with close
reference to the text.
Describes the way social groups
are portrayed in visual texts,
using examples from the text to
justify ideas.
Identifies stereotypes portrayed
in visual texts, referring to
textual evidence to support
ideas.
Identifies common stereotypes
in a visual text without referring
to supporting evidence.
Recognises a familiar stereotype
in a visual text.
Provides a detailed, personal
response to a text, commenting
on social, moral or ethical
positions raised in the text.
Presents a logical, cohesive,
personal response which
discusses a range of factors
influencing audience response.
Describes own interpretation of
a text, and supports it with
reference to the text.
States own response to a text
with some supporting detail.
Provides a brief response to a
text with little or no supporting
detail.
Accounts for and explains
different responses to a text.
Provides relevant reasons for
different responses to a text.
Describes reasons for different
responses to a text.
Provides a simple reason for a
different response to a text.
Provides a simple, personal
response to a text.
Explores own wider reading and
viewing to make relevant links
to and evaluate other texts.
Considers aspects of own wider
reading and viewing when
evaluating other texts.
Refers to own wider reading and
viewing when responding to a
text.
Makes simple links from one
text to another.
Refers to another text without
making links.
Response and evaluation
YEAR 10 ENGLISH ASSESSMENT POINTERS – WRITING AND CREATING
Text structure
A
B
C
D
E
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Very low achievement
Creates an innovative and
engaging imaginative text that
examines challenging and
complex ideas and issues.
Selects from a range of language
features and stylistic literary
devices for a specific purpose
and intended audience.
Creates an engaging imaginative
text that explores challenging
ideas and issues. Selects
language features and stylistic
devices for a specific purpose
and intended audience.
Creates an imaginative text to
articulate ideas about
challenging issues. Experiments
with language features and
stylistic devices for a specific
purpose and intended audience.
Creates an imaginative text
using formulaic text structures
and familiar language features.
Creates a simple imaginative
text using familiar language.
Constructs a logical and
cohesive essay, maintaining
focus on the question or topic.
Constructs a cohesive essay with
each paragraph relating to the
discussion of the question or
topic.
Constructs a well-organised
essay that addresses the key
points of the question or topic.
Uses a formulaic essay structure
to present ideas relevant to the
question or topic, but with little
overall cohesion.
Presents ideas that are loosely
related to the question or topic,
but these are not logically
organised or cohesive.
Constructs an introduction
establishing a clear line of
argument that engages with the
ideas suggested by the question
or topic and formulates a clear
thesis.
Constructs a clear introduction
derived from the question or
topic, outlining the main points
to be raised and stating a thesis.
Constructs an introduction using
key words from the question or
topic to present a thesis.
Constructs a brief introduction
that addresses the question or
topic in general terms.
Provides a rudimentary
introduction that does not
clearly address the question or
topic.
Organises ideas into logically
sequenced and cohesive
paragraphs to advance an
argument. Uses cohesive
devices within and between
paragraphs.
Organises ideas into
well-structured paragraphs to
develop an argument. Uses
connectives to signpost the
argument and for smooth
transition between paragraphs,
e.g. ‘In addition …
‘Furthermore …’
Organises ideas into clear
paragraphs with topic,
developing, supporting and
linking sentences that develop
an argument.
Constructs paragraphs about
single ideas, using topic
sentences, but with minimal
supporting detail.
Presents ideas without
organising them into structured
paragraphs; e.g. omits topic
sentences.
Advances an argument through
integrating relevant evidence
and clearly explaining its
significance.
Develops an argument through
incorporating appropriate
evidence, with some
explanation of its significance.
Supports an argument with
evidence, e.g. direct/indirect
quotations, but tends to restate
it rather than explain its
significance to the topic.
Mostly describes/retells details
of a text in an attempt to
support a point.
Includes some simplistic details
from a text without linking them
to a point.
Text structure
Language features
Spelling
Punctuation
Editing
A
B
C
D
E
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Very low achievement
Concludes with clear links to the
thesis and provides a statement
that reinforces and encourages
thought beyond the argument.
Concludes with clear links to the
introduction.
Concludes with a relevant
summary of the key points.
Concludes with a simple
statement or statements, using
key words from the topic.
Concludes with irrelevant
statements or omits a
conclusion.
Expresses ideas clearly and
fluently, varying sentence
structure for effect and
precision of meaning.
Expresses ideas clearly, using a
range of sentence structures
correctly.
Expresses ideas clearly, using
grammatically correct
sentences. Sometimes uses
repetitive structures, e.g. ‘This
shows …’, ‘This means …’
Presents ideas using mostly
correct sentences. Uses
repetitive sentence structures,
e.g. repeats the opening clause
to commence all but the last
paragraph.
Uses ungrammatical sentence
structures that obscure
meaning, e.g. sentence
fragments, run-on sentences.
Employs sophisticated
vocabulary for precise meaning
and uses literary terms
accurately.
Chooses vocabulary, including
some sophisticated language,
that conveys ideas clearly. Uses
literary terms with some
accuracy.
Chooses vocabulary appropriate
for the task. Uses familiar
literary terms accurately and
experiments with new,
content-specific literary terms.
Uses familiar, informal and
repetitive vocabulary and
phrases. Uses literary terms
incorrectly.
Uses language which is
inappropriate for the task, e.g.
colloquial expressions in a
formal essay.
Consistently spells difficult and
challenging words accurately.
Spells most words correctly,
sometimes making minor errors.
Spells most words correctly, but
misspells some new,
content-specific words.
Misspells some common words
and familiar difficult words.
Frequently misspells common
words.
Uses varied punctuation
accurately, contributing to the
clarity and precision of meaning.
Consistently uses correct
punctuation to express meaning
clearly, e.g. commas to indicate
clauses and phrases.
Uses most punctuation
correctly; minor errors do not
detract from meaning.
Makes punctuation errors which
detract from the meaning.
Consistently omits punctuation
or uses it incorrectly.
Consistently uses a range of
monitoring and editing
strategies to demonstrate
control over content and a
varied vocabulary selected for
impact.
Monitors and edits own work to
enhance content and select
vocabulary to achieve particular
effects.
Reviews and edits own work to
improve content, organisation
and vocabulary to achieve a
particular effect.
Proofreads own work and
identifies some errors.
May identify some lapses in
basic punctuation and/or
spelling in own work.