JUDGING STANDARDS IN YEAR 1 ENGLISH
Reporting against the Achievement Standard
YEAR 1 ENGLISH ACHIEVEMENT STANDARD
These assessment pointers are for judging standards of student performance in Year 1 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 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.
2013/36585v9 [PDF 2013/37335] Published: 22 May, 2015
YEAR 1 ENGLISH ASSESSMENT POINTERS – READING AND VIEWING
A
Meaning and
interpretation
Text structure
Language and
conventions
Context, audience and
purpose
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
Explains literal and implied
meaning about characters and
events in texts.
Describes literal and implied
meaning about characters and
events in texts.
Identifies literal and implied
meaning about characters and
events in texts.
With guidance, recalls the literal
meaning in a text.
With guidance, attempts to
recall the literal meaning in a
text.
Explains key ideas in print, image
and oral texts.
Describes key ideas in print,
image and oral texts.
Recalls key ideas in print, image
and oral texts.
With guidance, recalls key ideas
in a text.
With guidance, attempts to
recall key ideas in a text.
Identifies and describes in detail
the structure in imaginative,
informative and persuasive
texts.
Identifies and describes aspects
of structure in imaginative,
informative and persuasive
texts.
Identifies some aspects of
structure in imaginative,
informative and persuasive
texts.
With guidance, identifies an
aspect of structure in simple
texts.
With guidance, attempts to
identify an aspect of structure in
simple texts.
Identifies and describes in detail
the structure in different types
of narratives.
Identifies and describes aspects
of structure in different types of
narratives, e.g. plot.
Identifies some aspects of
structure in different types of
narratives.
With guidance, identifies an
aspect of structure in simple
narratives.
With guidance, attempts to
identify an aspect of structure in
simple narratives.
Evaluates the effects of language
features and imagery used to
portray characters or express
emotions.
Describes the language features
and imagery used to portray
characters or express emotions.
Recognises that language
features and imagery are used
to portray characters or express
emotions.
With guidance, identifies some
aspects of language and/or
characters.
With guidance, attempts to
identify aspects of language
and/or characters.
Describes accurately the
purpose of and differences
between imaginative,
informative and persuasive
texts.
Identifies and describes the
purpose of and differences
between imaginative,
informative and persuasive
texts.
Identifies the purpose of and
some differences between
simple imaginative, informative
and persuasive texts.
With guidance, recognises
fiction and non-fiction texts.
With guidance, attempts to
identify fiction and non-fiction
texts.
Compares personal experiences
with ideas in texts from different
cultures and experiences.
Explains ideas in texts that
explore different cultures and
experiences.
Describes ideas in texts that
explore different cultures and
experiences.
With guidance, recognises that
texts can represent different
cultures and experiences.
With guidance, recognises
simple ideas in texts from
familiar cultures and
experiences.
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
Response and
evaluation
Makes personal connections to
a character or event in different
texts and provides relevant
detail.
Makes a personal connection to
a character or event in different
texts and provides some detail.
Makes a personal connection to
a character or event in different
texts.
With guidance, makes a
personal connection to an
aspect of a character or event.
With guidance, attempts to
make a personal connection.
Reading aloud
Reads short texts clearly, with
increasing fluency, phrasing and
knowledge of phonics and
language features, using
relevant text processing
strategies.
Reads short supportive texts
with increasing fluency, phrasing
and knowledge of phonics and
language features, using text
processing strategies.
Reads short supportive texts
with developing fluency,
phrasing and knowledge of
phonics and language features.
Begins to use text processing
strategies such as predicting,
monitoring meaning and
rereading.
Reads short supportive texts
with some fluency.
Requires guidance to read short
supportive texts.
YEAR 1 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 detailed texts for a
range of purposes using simple
frameworks which follow all of
the elements of the structure.
Creates texts for a range of
purposes using simple
frameworks which follow all of
the elements of the structure.
Creates short texts for a range of
purposes using simple
frameworks which follow main
elements of the structure.
Creates short texts using simple
frameworks which follow some
elements of the structure.
Uses little or no text structure.
Language features
Writes complex sentences using
subordinating conjunctions such
as ‘after’, ‘when’, ‘because’, ‘if’,
‘that’.
Writes compound sentences
using coordinating conjunctions
such as ‘and’, ‘but’, ‘so’.
Writes simple sentences and
frequently uses ‘and’ to connect
clauses.
Writes a combination of short
simple sentences and sentence
fragments.
Writes sentence fragments.
Provides details and develops
ideas through the use of topicspecific vocabulary and
descriptive language, such as
adjectives and/or adverbs.
Provides details about ideas and
events through the use of topicspecific vocabulary and
descriptive language.
Provides details about ideas or
events. Uses vocabulary and
adjectives often for emphasis.
Provides a few simple details
about ideas or events. Uses
some relevant vocabulary and
adjectives.
Provides minimal detail about
ideas and events. Uses familiar
vocabulary.
Correctly spells a range of
complex high frequency words.
Correctly spells some complex
high frequency words, such as
‘there’, ‘came’, ‘have’.
Correctly spells high frequency
words, such as ‘was’, ‘like’,
‘play’, ‘out’, ‘went’, ‘that’, ‘then’,
‘with’, ‘you’.
Correctly spells some simple
high frequency words, such as
‘it’, ‘to’, ‘at’, ‘he’, ‘my’, ‘go’, ‘we’.
Inconsistently spells some
simple high frequency words.
Correctly spells words
comprising of two or more
syllables. Experiments with
suffixes, such as ‘ing’, ‘ed’, ‘es’.
Correctly spells one-syllable
words containing vowels with
regular spelling patterns, such as
consonant blends.
Correctly spells words with
regular spelling patterns.
Spells some words with regular
spelling patterns, including most
CVC words.
Spells some words correctly,
such as CVC words.
Spells words with difficult letter
patterns and several syllables,
using plausible letter patterns.
Spells words representing all
sounds using phonics, common
letter patterns and
generalisations.
Spells words phonetically,
representing most sounds.
Spells words phonetically,
representing initial or key
sounds.
Writes letters to represent initial
sounds or some key sounds in
words.
Uses a range of accurate
punctuation, such as commas to
separate words in a list.
Uses punctuation with some
accuracy, including question
marks and/or exclamation
marks.
Correctly uses capital letters and
full stops.
Inconsistently uses capital
letters and full stops.
Rarely uses capital letters and
full stops.
Spelling
Punctuation
A
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
Writes legibly using correctly
formed unjoined upper- and
lower-case letters of uniform
size. Leaves spaces between
words in a sentence.
Writes correctly formed
unjoined upper- and lower-case
letters. Forms letters of uniform
size and writes words on the
line.
Writes correctly formed
unjoined upper- and lower-case
letters that are uniform in size.
Correctly forms most unjoined
upper- and lower-case letters.
Correctly forms some unjoined
upper- and lower-case letters.