SCSA Judging Standards:

These judging standards were used to inform my planning, teaching and assessment both prior to and during my whole-term teaching practicum.

Assessment pointers validate teachers professional judgement when reporting against

a five-point scale. The pointers:
are examples of evidence in relation to the achievement standard
should be used with the annotated student work samples
exemplify what students may demonstrate rather than a checklist of everything
JUDGING STANDARDS IN YEAR 2 they
should do.
ENGLISH

YEAR 2 ENGLISH ACHIEVEMENT STANDARD

Reading and Viewing
At Standard, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to
communicate factual information. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words
and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use
knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and
supporting detail. Students make connections between texts by comparing content. They explain their preferences for aspects of texts using other texts as comparisons.
Writing and Creating
Students create texts, drawing on their own experiences, their imagination and information they have learnt. They create texts that show how images support the meaning
of the text. Students accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately.
Speaking and Listening
Students 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. Students create
texts that show how images support the meaning of the text. They create texts, drawing on their own experiences, their imagination and information they have learnt.
Students use a variety of strategies to engage in group and class discussions and make presentations.

2017/13206 [PDF 2017/13212] Published: April, 2017

YEAR 2 ENGLISH ASSESSMENT POINTERS WRITING AND CREATING
A B
The student demonstrates
excellent achievement of what
is expected for this year level.
Text structure Creates written, digital and
multimodal texts, using images
and other multimodal
elements, to support and
extend the meaning of the
text.
Creates detailed texts, drawing
on own experiences,
imagination and information
learnt for different purposes
and audiences.
Spelling Accurately and consistently
spells words with regular
spelling patterns, words with
less common long vowel
patterns and spells some
words with two or more
syllables.
Punctuation Consistently, and with some
accuracy, uses capital letters
and full stops and is beginning
to use other punctuation
correctly.
The student demonstrates
high achievement of what
is expected for this year level.
Creates written, digital and
multimodal texts, using images
to support and extend the
meaning of the text.
Creates texts, drawing on own
experiences, imagination and
information learnt for different
purposes.
Accurately spells words with
regular spelling patterns,
words with less common long
vowel patterns and spells some
words with two or more
syllables.
Punctuates most sentences
correctly with capital letters
and full stops and experiments
with the use of additional
sentence boundary
punctuation.
C D
The student demonstrates
satisfactory achievement of what
is expected for this year level.
Creates written, digital and
multimodal texts, using images
which support the meaning of
the text.
Creates texts, drawing on own
experiences, imagination and
information learnt.
Accurately spells words with
regular spelling patterns and
spells some words with less
common long vowel patterns.
Beginning to use capital letters
and full stops with some
consistency and experiments
with the use of some
additional sentence boundary
punctuation.
E
The student demonstrates The student demonstrates
limited achievement of what very low achievement of what
is expected for this year level. is expected for this year level.
Creates written, spoken, digital Does not meet the
and multimodal texts, using requirements of a D grade.
some images which relate to
the text.
Creates simple texts, drawing
on own experiences,
imagination and information
learnt.
Attempts to spell words with Does not meet the
simple, regular spelling requirements of a D grade.
patterns and spells
phonetically.
Demonstrates some use of Does not meet the
sentence boundary requirements of a D grade.
punctuation.