JUDGING STANDARDS IN YEAR 2 ENGLISH
Reporting against the Achievement Standard
YEAR 2 ENGLISH ACHIEVEMENT STANDARD
These assessment pointers are for judging standards of student performance in Year 2 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.
(organised by modes from The Australian Curriculum version 6.0)
Reading and viewing
By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and
events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide
additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied
meaning, main ideas and supporting detail. Students make connections between texts by comparing content.
Writing and creating
Students create texts that show how images support the meaning of the text. They accurately spell familiar words and attempt to spell less familiar words and use punctuation
accurately. They legibly write unjoined upper- and lower-case letters.
Speaking and listening
They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. When discussing their ideas and experiences, students use
everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how
images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learned. Students use a variety
of strategies to engage in group and class discussions and make presentations.
2013/36584v9 [PDF 2013/37338] Published: 22 May, 2015
YEAR 2 ENGLISH ASSESSMENT POINTERS – READING AND VIEWING
A
B
C
D
E
The student demonstrates
excellent achievement of what
is expected for this year level
The student demonstrates
high achievement of what
is expected for this year level
The student demonstrates
satisfactory achievement of what
is expected for this year level
The student demonstrates
limited achievement of what
is expected for this year level
The student demonstrates
very low achievement of what
is expected for this year level
Meaning and
interpretation
Identifies and links key ideas in a
text to explain the difference
between literal and implied
meaning from language and
visual features.
Identifies key ideas in a text and
describes the difference
between literal and implied
meaning from language and
visual features.
Connects ideas in a text and
identifies examples of literal and
implied meaning from language
and visual features.
Suggests literal ideas in a text.
Recalls simple ideas from a text.
Text structure
Explains how different texts are
structured to suit purpose.
Describes how different texts
are structured to suit purpose.
Identifies some characteristics of
imaginative, persuasive and
informative texts to suit
purpose.
Identifies a few familiar text
types without explanation.
With guidance, refers to a
familiar text type.
Language and
conventions
Explores the effects of the
language features and images
used to portray characters and
settings in a particular context,
using relevant examples from
the text.
Explains how language features
and images are used to portray
characters and settings in a
particular context and uses
examples from the text to
support ideas.
Describes how language
features and images are used to
create characters and settings in
a particular context, referring to
an example from the text.
Lists some language features
without explanation.
With guidance, attempts to
identify a few language features.
Context, audience and
purpose
Identifies and explains the
purpose and intended audience
in a wide range of different
texts.
Identifies and explains the
purpose and intended audience
in a range of different texts.
Identifies the purpose and
intended audience of some
different texts.
With some guidance, suggests a
purpose and/or the intended
audience in a text.
With guidance, attempts to
identify a purpose and/or
intended audience in a text.
Explains similarities and
differences in a range of
different texts on the same
topic.
Describes similarities and
differences between different
texts on the same topic.
Identifies key similarities and
differences between different
texts on the same topic.
With some guidance, locates
similarities or differences
between texts.
With guidance, attempts to
identify a point of similarity or
difference between texts.
Explains in detail own response
to characters, events and
settings in texts, referring to
relevant examples in text.
Describes own response to
characters, events and settings
in texts, referring to text to
support opinions.
States own response to
characters, events and settings
in texts, using an example from
the text.
Provides a simple personal
response without explanation.
With guidance, attempts to
provide an opinion about a text.
Response and evaluation
A
Reading aloud
B
C
D
E
The student demonstrates
excellent achievement of what
is expected for this year level
The student demonstrates
high achievement of what
is expected for this year level
The student demonstrates
satisfactory achievement of what
is expected for this year level
The student demonstrates
limited achievement of what
is expected for this year level
The student demonstrates
very low achievement of what
is expected for this year level
Reads a range of texts clearly,
with fluency, intonation,
phrasing and knowledge of
phonics and language features,
using relevant text processing
strategies.
Reads a small range of less
predictable texts with fluency,
intonation, phrasing and
knowledge of phonics and
language features, using some
relevant text processing
strategies.
Reads less predictable texts with
fluency, phrasing and knowledge
of phonics and language
features, using some text
processing strategies such as
predicting and self-correcting.
Reads aloud with some
hesitation.
Requires assistance to read
aloud.
YEAR 2 ENGLISH ASSESSMENT POINTERS – WRITING AND CREATING
A
B
C
D
E
The student demonstrates
excellent achievement of what
is expected for this year level
The student demonstrates
high achievement of what
is expected for this year level
The student demonstrates
satisfactory achievement of what
is expected for this year level
The student demonstrates
limited achievement of what
is expected for this year level
The student demonstrates
very low achievement of what
is expected for this year level
Text structure
Creates organised and detailed
texts, drawing on own
experiences, imagination and
learnt information using
appropriate text structure with a
given framework. Makes
connections between images
and the meaning of the text.
Creates detailed texts, drawing
on own experiences,
imagination and learnt
information using appropriate
text structure with a given
framework. Makes connections
between images and the
meaning of the text.
Creates detailed texts, drawing
on own experiences,
imagination and learnt
information using appropriate
text structure with a given
framework. Identifies how
images support the meaning of
the text.
Creates simple texts which
follow some elements of the
appropriate text structure with a
given framework.
Writes a basic text which follows
the appropriate text structure of
a given framework.
Language features
Includes relevant detail in
sentences to enhance meaning.
Varies sentence structure for
effect.
Writes complex sentences using
subordinating conjunctions.
Writes simple and compound
sentences.
Writes simple sentences. Writes
run-on sentences linked by ‘and’
and ‘then’.
Writes simple sentence
fragments.
Consistently uses a range of
topic-specific vocabulary,
adjectives and/or adverbs to
enhance a noun group/phrase.
Uses a range of topic-specific
vocabulary, adjectives and/or
adverbs to enhance a noun
group/phrase.
Uses topic-specific vocabulary,
adjectives and/or adverbs to
enhance a noun group/phrase.
Uses some topic-specific
vocabulary and occasionally uses
common adjectives.
Uses simple vocabulary
consisting of mostly nouns and
verbs, with no use of adjectives.
Spelling
Correctly spells most words,
including words with less
common letter/sound
combinations. Uses suffixes and
prefixes for base words.
Correctly spells familiar words
and uses spelling strategies to
attempt unfamiliar words.
Spells familiar words and
attempts to spell less familiar
words.
Attempts to spell common
words phonetically.
Correctly spells some high
frequency words, such as ‘was’,
‘of’, ‘then’.
Punctuation
Consistently uses correct
punctuation, including capital
letters, full stops and commas.
Mostly uses apostrophes for
contractions. Includes quotation
marks for dialogue, but omits
the comma.
Correctly uses punctuation,
including capital letters, full
stops and commas. Experiments
with additional types of
punctuation with some
accuracy, such as apostrophes
for contractions.
Correctly uses punctuation, such
as capital letters at the
beginning of sentences and for
proper nouns, full stops and
commas.
Usually uses capital letters to
begin sentences and full stops to
end sentences.
Inconsistently uses capital
letters and full stops.
A
Editing
Handwriting
B
C
D
E
The student demonstrates
excellent achievement of what
is expected for this year level
The student demonstrates
high achievement of what
is expected for this year level
The student demonstrates
satisfactory achievement of what
is expected for this year level
The student demonstrates
limited achievement of what
is expected for this year level
The student demonstrates
very low achievement of what
is expected for this year level
Edits for spelling and
punctuation, underlines and
corrects errors. Edits for
meaning by adding words.
Edits for spelling and
punctuation, underlines and
corrects errors.
Edits for spelling, boundary
punctuation and capitalisation,
underlining errors.
Shows some evidence of editing,
underlines misspelt words, but
does not correct them.
Shows no evidence of editing.
In all writing contexts,
consistently forms all unjoined
upper-case and lower-case
letters of uniform size, leaves
spaces between words and
writes on the line.
Consistently forms all unjoined
upper-case and lower-case
letters of uniform size, leaves
spaces between words and
writes on the line.
Correctly forms all unjoined
upper-case and lower-case
letters of uniform size, leaves
spaces between words and
writes on the line.
Correctly forms most unjoined
upper-case and lower-case
letters; however, inconsistent
size and spacing affect legibility.
Correctly forms some unjoined
upper-case and lower-case
letters.