Year 1 English v9

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
The student demonstrates

excellent achievement of what
is expected for this year level

high achievement of what

satisfactory achievement of what

limited achievement of what

very low achievement of what
Explains literal and implied

meaning about characters and
events in texts.
Describes literal and implied

events in texts.
Identifies literal and implied

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.

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,
texts.
Identifies some aspects of

structure in imaginative,
texts.
With guidance, identifies an

aspect of structure in simple
texts.

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.

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.

identify aspects of language
and/or characters.
Describes accurately the

purpose of and differences
between imaginative,
texts.
Identifies and describes the

purpose of and differences
between imaginative,
texts.
Identifies the purpose of and

some differences between
simple imaginative, informative
and persuasive texts.
With guidance, recognises

fiction and non-fiction texts.

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.





Response and
evaluation
Makes personal connections to

a character or event in different
texts and provides relevant
detail.
Makes a personal connection to

texts and provides some detail.
Makes a personal connection to

texts.
With guidance, makes a

personal connection to an
aspect of a character or event.

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.

with developing fluency,
phrasing and knowledge of
phonics and language features.
Begins to use text processing
strategies such as predicting,
monitoring meaning and
rereading.

with some fluency.
Requires guidance to read short

supportive texts.
YEAR 1 ENGLISH ASSESSMENT POINTERS WRITING AND CREATING

A





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
Handwriting





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.

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JUDGING STANDARDS IN YEAR 1 ENGLISH

Reporting against the Achievement Standard

YEAR 1 ENGLISH ACHIEVEMENT STANDARD

(organised by modes from The Australian Curriculum version 6.0)

Reading and viewing

YEAR 1 ENGLISH ASSESSMENT POINTERS READING AND VIEWING

Context, audience and

The student demonstrates

The student demonstrates

The student demonstrates

The student demonstrates

The student demonstrates

Explains literal and implied

Describes literal and implied

Identifies literal and implied

With guidance, recalls the literal

With guidance, attempts to

Explains key ideas in print, image

Describes key ideas in print,

Recalls key ideas in print, image

With guidance, recalls key ideas

With guidance, attempts to

Identifies and describes in detail

Identifies and describes aspects

Identifies some aspects of

With guidance, identifies an

With guidance, attempts to

Identifies and describes in detail

Identifies and describes aspects

Identifies some aspects of

With guidance, identifies an

With guidance, attempts to

Evaluates the effects of language

Describes the language features

Recognises that language

With guidance, identifies some

With guidance, attempts to

Describes accurately the

Identifies and describes the

Identifies the purpose of and

With guidance, recognises

With guidance, attempts to

Compares personal experiences

Explains ideas in texts that

Describes ideas in texts that

With guidance, recognises that

With guidance, recognises

The student demonstrates

The student demonstrates

The student demonstrates

The student demonstrates

The student demonstrates

Makes personal connections to

Makes a personal connection to

Makes a personal connection to

With guidance, makes a

With guidance, attempts to

Reads short texts clearly, with

Reads short supportive texts