Rubric

JUDGING STANDARDS IN YEAR 5 ENGLISH
Reporting against the Achievement Standard
These assessment pointers are for judging standards of student performance in Year 5 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 judgments 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.
Additional assessment pointers for the Speaking and listening mode are currently being developed.
YEAR 5 ENGLISH ACHIEVEMENT STANDARD
(organised by modes from The Australian Curriculum version 6.0)
Reading and viewing

By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence
interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and
settings in texts are depicted and explain their own responses to them.
Writing and creating
Students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create a variety of sequenced texts for
different purposes and audiences. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing
their work to provide structure and meaning.
Speaking and listening
Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text
selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes and audiences. They make presentations and
contribute actively to class and group discussions, taking into account other perspectives.
2013/36592v9 [PDF 2013/37341] Published: 22 May, 2015
YEAR 5 ENGLISH ASSESSMENT POINTERS READING AND VIEWING

A
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Very low achievement
Uses relevant comprehension

strategies to interpret content in
a text and link ideas.
Uses relevant comprehension

strategies to explore content in
a text and identify similar ideas.
Uses comprehension strategies

to identify key ideas in a text.
Identifies some ideas from a

simple text.
Recalls ideas that may be

irrelevant from a text.
Explores and analyses a text to

locate and use relevant
information for a specific
purpose.
Explores a text to identify and

use key information effectively
for a specific purpose.
Examines a text to locate and

use information for a specific
purpose.
Locates some key information

from a text.
Selects irrelevant information.
Text structure
Discusses how texts are

structured to suit different
purposes and topics.
Explains how texts are

structured to suit the purpose
and topic.
Identifies the text structure used

for a specific purpose and topic.
Identifies some aspects of text

structure.
Identifies simple aspects of

structure in a familiar text.
Language and
conventions
Interprets the authors use of

various language features to
develop characters, settings and
events, and supports ideas with
effective examples from the
text.
Explains the authors use of

language features to develop
characters, settings and events,
using relevant examples from
the text.
Describes language features

used by the author to develop
characters, settings and events.
Identifies some simple language

features.
Identifies some simple words

that describe a character or
place.
Context, audience and

purpose
Discusses some of the features

used by authors to appeal to an
intended audience and uses
relevant textual evidence to
support ideas.
Explains some key features used

by authors to appeal to an
intended audience and refers to
examples from a text.
Identifies some features used by

authors to appeal to an
intended audience.
Identifies why a text may appeal

to an audience.
Provides a simplistic reason for

audience appeal.
Explores how an author may

depict a specific social or
cultural context through the
selection of relevant examples
from a text.
Explains how an author depicts a

specific social or cultural
context, providing examples
from a text to support ideas.
Describes some aspects of how

an author depicts a specific
social or cultural context in a
text.
Identifies briefly how an author

depicts a familiar aspect of
context in a text.
Identifies a familiar context in a

text.
Meaning and
interpretation
Response and evaluation
High achievement
Limited achievement
Explains and justifies a

viewpoint or a personal
response and provides accurate
and detailed supporting
evidence from the text.
Explains a viewpoint or a
personal response and supports
it with relevant examples from
the text.
Explains a viewpoint or a
personal response, referring to
the text to support ideas.
Provides a viewpoint or a
personal response, sometimes
unconnected to the text.
Presents a personal response to

the text.
Considers the viewpoints of

others to identify similarities
and differences, and provides
textual evidence.
Explains the viewpoints of

others to identify similarities
and differences and refers to
examples from the text to clarify
ideas.
Identifies the viewpoints of

others, providing some evidence
to support ideas.
Provides a brief, simplistic

description of another
viewpoint.
Identifies a viewpoint different

from own.
YEAR 5 ENGLISH ASSESSMENT POINTERS WRITING AND CREATING
Text structure
Language features
Spelling
High achievement
Limited achievement
Creates a cohesive, imaginative

text that interests the audience
and includes a well-developed
plot.
Creates an interesting,
imaginative text using
appropriate text structure, e.g.
in a narrative, includes an
introduction, a sequence of
events leading to a complication
and a resolution.
Creates an imaginative text

using appropriate text structure,
e.g. in a narrative, orients the
reader, includes a complication
and a resolution.
Includes some elements of

imaginative text structure, e.g.
in a narrative, constructs loosely
linked events involving
undeveloped characters and
setting.
Attempts to use a formulaic

structure to create an
imaginative text, e.g. in a
narrative, writes a series of
events.
Constructs an accurate and

detailed informative text using
the appropriate structure. Ideas
are organised and supported
with factual information and
elaboration.
Constructs an accurate
informative text using the
appropriate structure. Ideas are
organised; factual information is
supported with some
elaboration.
Constructs an informative text

using the appropriate structure,
e.g. in a report, organises
information and includes
relevant facts and some
supporting detail.
Constructs a basic informative

text with some elements of text
structure, e.g. lists information
under a few headings and may
include incorrect or irrelevant
details.
Attempts to write an
informative text, using minimal
elements of text structure, e.g.
uses provided title and
headings.
Presents a convincing argument

that includes persuasive devices,
supporting evidence and detail,
and may demonstrate
understanding of other
viewpoints.
Presents an argument using

persuasive devices. Includes
relevant supporting detail and
may consider an alternative
viewpoint.
Presents an argument, including

supporting detail, using a
formulaic structure and some
persuasive devices.
Presents a simple one-sided

viewpoint.
Presents a brief outline of a

viewpoint.
Uses simple, compound and

complex sentences, varying the
length and/or structure for
effect.
Uses a range of sentence

structures, varying length
and/or beginnings to create
interest.
Uses simple, compound and

complex sentences to extend
ideas.
Uses simple and compound

sentences.
Repeats and and so in run-on

sentences.
Expresses information clearly,

using topic-specific vocabulary
and precise words and phrases.
Uses vocabulary to enhance the

text, e.g. may use adjectives and
adverbs to develop descriptions.
Uses simple vocabulary and

some appropriately selected
descriptive and topic-specific
words.
Uses everyday language and

includes a few given topicspecific words and phrases.
Uses everyday language.
Consistently spells common and

complex words correctly.
Spells most common and

complex words correctly.
Spells most common words

correctly.
Spells some common words

correctly.
Misspells most common words.
Punctuation
Editing
High achievement
Limited achievement
Consistently uses complex

punctuation with some accuracy
and to enhance meaning.
Correctly uses most punctuation

to improve text and/or for
effect.
Correctly uses familiar

punctuation.
Uses some basic punctuation

correctly.
Attempts to use basic

punctuation.
Accurately monitors own work

to enhance meaning, e.g. may
edit to improve sequencing.
Employs strategies to monitor

and edit own work for accuracy
and meaning.
Employs editing strategies to

identify and correct some errors
and/or enhance meaning.
May identify inaccurate spelling,

e.g. by underlining.
Uses minimal editing strategies.

Rubric

Uploaded by

Copyright:

Available Formats

Rubric

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Rubric

Uploaded by

Copyright:

Available Formats

JUDGING STANDARDS IN YEAR 5 ENGLISH

Reporting against the Achievement Standard

YEAR 5 ENGLISH ACHIEVEMENT STANDARD

(organised by modes from The Australian Curriculum version 6.0)

Reading and viewing

YEAR 5 ENGLISH ASSESSMENT POINTERS READING AND VIEWING

Very low achievement

Uses relevant comprehension

Uses relevant comprehension

Uses comprehension strategies

Identifies some ideas from a

Recalls ideas that may be

Explores and analyses a text to

Explores a text to identify and

Examines a text to locate and

Locates some key information

Selects irrelevant information.

Discusses how texts are

Explains how texts are

Identifies the text structure used

Identifies some aspects of text

Identifies simple aspects of

Interprets the authors use of

Explains the authors use of

Describes language features

Identifies some simple language

Identifies some simple words

Context, audience and

Discusses some of the features

Explains some key features used

Identifies some features used by

Identifies why a text may appeal

Provides a simplistic reason for

Explores how an author may

Explains how an author depicts a

Describes some aspects of how

Identifies briefly how an author

Identifies a familiar context in a

Response and evaluation

Very low achievement

Explains and justifies a

Presents a personal response to

Considers the viewpoints of

Explains the viewpoints of

Identifies the viewpoints of

Provides a brief, simplistic

Identifies a viewpoint different

YEAR 5 ENGLISH ASSESSMENT POINTERS WRITING AND CREATING

Very low achievement

Creates a cohesive, imaginative

Creates an imaginative text

Includes some elements of

Attempts to use a formulaic

Constructs an accurate and

Constructs an informative text

Constructs a basic informative

Presents a convincing argument

Presents an argument using

Presents an argument, including