Annotated illustrations of student writing
| Year 5 Maia |
| 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 has used a straightforward plot and narrative structure to demonstrate a simple understanding of the social sciences context. She is developing control over her writing processes and strategies. The writer includes some irrelevant content and details, and her revisions are mostly to correct the spelling rather than to improve her writing. Together with some inconsistencies in her spelling, punctuation, and grammar, this results in writing that is less than accurate, aligning this piece more closely to the year 5 standard than to the year 6 standard.
