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
Narrative writing: Ocean
The teacher used the following task to develop narrative writing. After experiencing and discussing a variety of texts,
pictures and stimuli about the ocean, the children were asked to respond through narrative writing. Before writing, the
children drew and shared their ideas and then used these to construct their narrative.
Reading and viewing
By the end of the Pre-primary year, children use predicting and questioning strategies to make meaning from texts. They
recall one or two events from texts with familiar topics. They understand that there are different types of texts and that
these can have similar characteristics. They identify connections between texts and their personal experience. They read
short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of
concepts about print and sounds and letters. They identify the letters of the English alphabet and use the sounds
represented by most letters.
Writing and creating
When writing, children use familiar words and phrases and images to convey ideas. Their writing shows evidence of
sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They
correctly form known upper- and lower-case letters.
Speaking and listening
They listen to and use appropriate language features to respond to others in a familiar environment. They listen for
rhyme, letter patterns and sounds in words. Children understand that their texts can reflect their own experiences. They
identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole
class settings, children communicate clearly. They retell events and experiences with peers and known adults. They
identify and use rhyme, letter patterns and sounds in words.
Creative texts, Imaginative texts, Narrative writing
Student achievement is reported at the end of the semester or year using achievement
descriptors. Achievement descriptors should not be used to assess individual pieces of work.
2014/17388 [PDF: 2014/21683]
English: Pre-primary Satisfactory Achievement Work Sample
1
Creates short texts to record
ideas and events using familiar
words, phrases, images and
beginning writing knowledge,
with an accompanying drawing
if required.
Experiments with capital letters
and full stops in most
sentences, e.g. ‘One day …’;
Includes a full stop at the end
of each line of writing.
Spells words phonetically,
representing initial and key
sounds, e.g.’wantid (wanted),
‘kam’ (came), ‘wit’ (white),
‘blongz’ (belongs).
Writes familiar words and
phrases related to personal
experience or a specific topic,
e.g.’Pufffish’ (pufferfish),
‘Aneme’ (anemone).
Correctly spells some simple
CVC words, e.g. ‘but’, ‘day’.
Writes from top to bottom and
left to right. Leaves spaces
between words.
Correctly forms known uppercase and lower-case letters
using appropriate starting
point.
‘Great white shark eats an anemone. One day a great white shark came to the shore and found an anemone and
wanted to eat the anemone but the pufferfish came and took the anemone back where it belongs.’
2014/17388
English: Pre-primary Satisfactory Achievement Work Sample
2
Draws a simple image to convey ideas.
2014/17388
English: Pre-primary Satisfactory Achievement Work Sample
3