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
Imaginative writing: Narrative – ‘A long, long time ago ...’
Students were required to use their imaginations to write a narrative. The teacher provided them with the sentence
beginning, ‘A long, long time ago ...’
Reading and viewing
By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience
when explaining characters and main events in short texts. They identify the language features, images and vocabulary
used to describe characters and events. Students read aloud, with developing fluency and intonation, short texts with
some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge
of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They
recall key ideas and recognise literal and implied meaning in texts.
Writing and creating
When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns
and use capital letters and full stops. They correctly form all upper- and lower-case letters.
Speaking and listening
They listen to others when taking part in conversations using appropriate language features. They listen for and
reproduce letter patterns and letter clusters. Students understand how characters in texts are developed and give
reasons for personal preferences. They create texts that show understanding of the connection between writing, speech
and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions,
taking turns when responding. They make short presentations of a few connected sentences on familiar and learned
topics.
Imaginative texts, Creative texts, Narratives
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.
2014/27321 [PDF 2014/28490]
English: Year 1 High Achievement Work Sample
1
Creates texts using simple frameworks which
follow all of the elements of the structure, e.g.
a narrative.
Writes compound sentences using
coordinating conjunctions, such as ‘and’, ‘but’,
‘so’, e.g. ‘We had a good time but we got lost!’;
‘We trid (tried) to yell but it didn’t work so we
had a fone (phone) so we cold (called) owe
(our) mum ...’
Uses punctuation with some accuracy,
including exclamation marks, e.g. ‘… but we
got lost!!!!!’
Provides details about ideas and events
through the use of descriptive language, e.g. ‘I
codnot (couldn’t) get eny (any) intnet
(internet) so we yelled eighteen times ...’
Correctly spells one-syllable words containing
vowels with regular spelling patterns, e.g.
‘long’, ‘work’, ‘good’, ‘times’.
Spells words representing all sounds using
phonics, e.g. ‘fone’ (phone), ‘yelld’ (yelled),
‘frend’ (friend).
2014/27321
English: Year 1 High Achievement Work Sample
2
Writes correctly formed unjoined upper-case
and lower-case letters. Forms letters of
uniform size and writes words on the line.
2014/27321
English: Year 1 High Achievement Work Sample
3
Draws an image to support the
text.
2014/27321
English: Year 1 High Achievement Work Sample
4