Students comprehensively & Students concisely & independently Students adequately & independently With assistance students create with With high levels of assistance independently create with intention, create with intention, control and create with intention, control and intention, control and accuracy a Students create a variety of control and accuracy a variety of accuracy a variety of sequenced texts accuracy a variety of sequenced texts variety of sequenced texts for different sequenced texts with intention, control sequenced texts for different purposes for different purposes and audiences. for different purposes and audiences. purposes and audiences. and accuracy for different purposes and audiences. and audiences. They make coherent presentations They make well-considered They make clear presentations and They make simple presentations and With high level of assistance they and always contribute actively to class presentations and frequently intermittently contribute actively to occasionally contribute actively to make presentations with minimal and group discussions, critically taking contribute actively to class and group class and group discussions, usually class and group discussions, detail and seldom contribute actively into account other perspectives. discussions, carefully taking into taking into account other perspectives sometimes taking into account other to class and group discussions, rarely account other perspectives. perspectives. taking into account other perspectives. When writing they When writing, they frequently When writing, they intermittently When writing, they occasionally When writing, they rarely demonstrate creating always… demonstrate an extended demonstrate an accurate demonstrate an adequate demonstrate a basic understanding of a minimal understanding of grammar, understanding of grammar, understanding of grammar, select understanding of grammar, grammar, select specific vocabulary select specific vocabulary and use and select specific vocabulary specific vocabulary and use accurate select specific vocabulary and use and use accurate spelling and accurate spelling and punctuation, and use accurate spelling and spelling accurate spelling and punctuation, punctuation, punctuation, and punctuation, Independently edit their work Independently edit their work When prompted they independently When prompted they edit their work When prompted they edit their work intentionally and with control to consciously to provide structure and edit their work knowingly to provide with assistance to provide structure with high level of assistance to provide provide structure and meaning. meaning. structure and meaning. and meaning. structure and meaning. Communicating Year 6 achievement standard Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.
Communicating and creating Students comprehensively & independently create with intention, control and accuracy a variety of sequenced texts for different purposes and audiences. They make coherent presentations and always contribute actively to class and group discussions, critically taking into account other perspectives. When writing they always… demonstrate an extended understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, Independently edit their work intentionally and with control to provide structure and meaning. Students concisely & independently create with intention, control and accuracy a variety of sequenced texts for different purposes and audiences. They make well-considered presentations and frequently contribute actively to class and group discussions, carefully taking into account other perspectives. When writing, they frequently demonstrate an accurate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, Independently edit their work consciously to provide structure and meaning. Students adequately & independently create with intention, control and accuracy a variety of sequenced texts for different purposes and audiences. They make clear presentations and intermittently contribute actively to class and group discussions, usually taking into account other perspectives When writing, they intermittently demonstrate an adequate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, When prompted they independently edit their work knowingly to provide structure and meaning. With assistance students create with intention, control and accuracy a variety of sequenced texts for different purposes and audiences. They make simple presentations and occasionally contribute actively to class and group discussions, sometimes taking into account other perspectives. When writing, they occasionally demonstrate a basic understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, When prompted they edit their work with assistance to provide structure and meaning. With high levels of assistance Students create a variety of sequenced texts with intention, control and accuracy for different purposes and audiences. With high level of assistance they make presentations with minimal detail and seldom contribute actively to class and group discussions, rarely taking into account other perspectives. When writing, they rarely demonstrate a minimal understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, When prompted they edit their work with high level of assistance to provide structure and meaning. Year 6 achievement standard Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.
english_performance_indicators_complete_set.docx