Annotated illustrations of student writing
| Year 5 Maisy |
| Year 6 Rita |
| Year 6 Serena |
| Year 7 Dallas |
| Year 7 Liam |
| Year 8 Jamie |
| Year 8 Sasha |
This example meets the demands of the curriculum at early level 3. The writer uses a narrative to demonstrate some understanding of why people move from place to place and the difficulties they face in moving.
The difference in the standard for year 6 [as compared with year 5] is the students’ increased accuracy and fluency in writing a variety of texts across the curriculum, their level of control and independence in selecting writing processes and strategies, and the range of texts they write. In particular, by the end of year 6, students will be required to write more complex texts than students in year 5 and to be more effective in selecting different strategies for different writing purposes. (Reading and Writing Standards, page 31 footnote)
The writer uses a simple plot and structure to tell the story of a family’s choices and problems, but the reader has to make many inferences to fill gaps in the narrative. The writer includes some irrelevant content and details. The basic way in which she presents her ideas, and the level of her developing control over language choices, writing processes, and writing strategies, align this piece of writing more closely to the year 5 standard than to the year 6 standard.
