Annotated illustrations of student writing
| Year 5 Maia |
| Year 5 Maisy |
| Year 6 Rita |
| Year 6 Serena |
| Year 7 Dallas |
| Year 8 Jamie |
| Year 8 Sasha |
This writing meets the demands of the curriculum at early level 4. The writer uses a journal to record his ideas, questions, and reflections as part of a science investigation.
The difference in the standard for year 8 [as compared with year 7] is the students’ increased accuracyandfluency in writing a variety of texts across the curriculum, their level of control and independence in selecting writingprocesses and strategies, and the range of texts they write. In particular, by the end of year 8, students need to be confidently and deliberately choosing the mostappropriate processes and strategies for writing in different learning areas. (Reading and Writing Standards, page 35 footnote)
The writer shows an understanding of the purpose for writing. He independently records questions, reflections, and conclusions to clarify the nature of the science investigations he will undertake. However, his use of notes and shorthand notation is not developed. The writer identifies some scientific topics for possible research, but the broad range of topics chosen indicates that he is less selective than is expected at year 8. His developing control of the writing processes and strategies required for this task aligns his writing to the year 7 standard.
