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Achievement Standards—Kindy English Achievement Standard Everyday Language Ideas for Parents at Home Wring & Creang Students engage in role play wring during play experi- ences. Students pracse wring e.g. pencil grip and moves in a leſt to right direcon during play . Provide pencils and paper Engage students in creang a shopping list (modelled) Speaking and Listening Students independently follow simple verbal instrucons including 2 or more steps. Students can carry out simple verbal instrucons e.g. “Touch your head then touch your nose”. Play Simon Says. Students recount personal experiences. Students can explain a personal experience in detail, with minimal adult help. E.g. “On the weekend I…” Recount a story through pictures, words or verbally) Ask ‘What did you do at school?’ Talk about who, what, when, where and why Students use speech that can be understood by others. Students can talk clearly and are easily understood by others. Read stories together Sing nursery rhymes Students iniate and effecvely communicate with adults and peers. Students starts and connues conversaons with adults and class- mates. Students use simple sentences when speaking. Provide opportunies for and encourage children to speak calmly and clearly to others Students ask quesons and share ideas in a group situa- on. Students can ask a queson that is relevant to the topic being dis- cussed. Ask quesons about a book Parents model asking quesons Students can idenfy some beginning sounds of words through listening. Students know the beginning sound of a word. Play ‘I Spy’ Play with flash cards with pictures Reading and Viewing Students use images, marks and approximaons of leers and words to convey meaning. Students area able to describe what they have wrien and drawn. Ask children to explain what they have drawn Students can idenfy the main features of texts e.g. tle, page, cover, leers and pictures. Students can point to the tle, pages, the cover, leers and pictures. Talk about the cover, spine, pictures et c when reading to- gether Students retell a simple story in a sequence. Beginning, middle, end. Students can talk about the parts of a story, in order and in their own words. Aſter each story, ask the child “What happened in the story?” Student idenfies rhyming words. Students can recognise rhyming words and can generate rhyming words. Listen to and discuss songs or stories that contain rhyming words Student idenfies syllables in a word. Students can separate a word into syllables. E.g. clap/ping Clap children’s name or other words to model the separaon of words into syllables Students can match sounds to some of the leers in the alphabet. Students can see a leer and can say what sound it makes. Play with flash cards of the alphabet and ask what sound is shown. Created and collated by Bertram Primary School

Achievement Standards—Kindy English · Play I Spy [ Play with flash ... talk about numbers at the shop on price tags etc. ... Write take home sight words [ nightly as part of homework

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Achievement Standards—Kindy English

Achievement Standard Everyday Language Ideas for Parents at Home

Writing & Creating

Students engage in role play writing during play experi-

ences.

Students practise writing e.g. pencil grip and moves in a left to right

direction during play .

Provide pencils and paper

Engage students in creating a shopping list (modelled)

Speaking and Listening

Students independently follow simple verbal instructions

including 2 or more steps.

Students can carry out simple verbal instructions e.g. “Touch your

head then touch your nose”.

Play Simon Says.

Students recount personal experiences. Students can explain a personal experience in detail, with minimal

adult help. E.g. “On the weekend I…”

Recount a story through pictures, words or verbally)

Ask ‘What did you do at school?’

Talk about who, what, when, where and why

Students use speech that can be understood by others. Students can talk clearly and are easily understood by others. Read stories together

Sing nursery rhymes

Students initiate and effectively communicate with adults

and peers.

Students starts and continues conversations with adults and class-

mates. Students use simple sentences when speaking.

Provide opportunities for and encourage children to speak

calmly and clearly to others

Students ask questions and share ideas in a group situa-

tion.

Students can ask a question that is relevant to the topic being dis-

cussed.

Ask questions about a book

Parents model asking questions

Students can identify some beginning sounds of words

through listening.

Students know the beginning sound of a word. Play ‘I Spy’

Play with flash cards with pictures

Reading and Viewing

Students use images, marks and approximations of letters

and words to convey meaning.

Students area able to describe what they have written and drawn. Ask children to explain what they have drawn

Students can identify the main features of texts e.g. title,

page, cover, letters and pictures.

Students can point to the title, pages, the cover, letters and pictures. Talk about the cover, spine, pictures et c when reading to-

gether

Students retell a simple story in a sequence. Beginning,

middle, end.

Students can talk about the parts of a story, in order and in their own

words.

After each story, ask the child “What happened in the story?”

Student identifies rhyming words. Students can recognise rhyming words and can generate rhyming

words.

Listen to and discuss songs or stories that contain rhyming

words

Student identifies syllables in a word. Students can separate a word into syllables. E.g. clap/ping Clap children’s name or other words to model the separation

of words into syllables

Students can match sounds to some of the letters in the

alphabet.

Students can see a letter and can say what sound it makes. Play with flash cards of the alphabet and ask what sound is

shown.

Created and collated by Bertram Primary School

Achievement Standards—Kindy English

Students recount personal experiences.

Students engage in role play writing

Students engage in role play writing

Students retell a simple story Created and collated by Bertram Primary School

Work Samples from Bertram Primary School

Created and collated by Bertram Primary School

Achievement Standards—Kindy Maths

Achievement Standard Everyday Language Ideas for Parents at Home

NUMBER AND ALGEBRA

Attach principles of counting

Recognise numbers to 10

Partition small numbers (part part whole)

Subitise small quantities of objects

When randomly shown flashcards , students recognise numerals 0-10

Students know what smaller numbers add together to make the whole

number

Students know how many objects there are just by looking at them and

without counting them.

Use flashcards of numbers, talk about numbers at the shop on price

tags etc.

Play ‘Hide the Jellybeans’ using fingers

Group objects and get children to tell you how many there are without

counting.

Standard patterns on a dice

Compare collections of groups

Students recognise the numbers on a dice

Students can describe if there are more, less or not the same when com-

paring groups of objects

Play dice games, apps

Use everyday activities e.g. “Who has more smarties?”

Copy and create simple two part patterns Students can make simple repeating patterns.

Students can copy and continue simple patterns.

Talk about colours, objects and numbers in patterns

Talk about patterns that you see when out and about

MEASUREMENT AND GEOMETRY

Students use appropriate language of measurement

to describe, compare and order length, mass and

height.

Students use indirect measurement (concrete materials)

Students compare 2 objects to see which is taller or shorter

Students can put objects in order from tallest to shortest and vice versa

Students can describe “this is taller than…”

Language to use—tall, short, longest, shortest, heaviest, lightest, heavi-

er, lighter, small, big, smaller, bigger etc.

Line objects up in height order. E.g. “The milk is taller than the…”

Participate in hefting (holding to feel an objects weight) “Which is

heavier?”

Students describe the sequence of familiar events and routines and uses the everyday language of time such as morning, afternoon and daytime.

Students use the terms morning, daytime, afternoon and night time to describe when you do familiar daily activities e.g. have breakfast or go home from school

Discuss your daily / weekly activities

Discuss the activities for the following day and at what time they will happen. E.g. “We will have breakfast in the morning.”

Students use language words to described duration and relative durations such as quick, slow, fast, it takes a long time .

Students describe how long it take. E.g. This takes a ling time. Discuss things that you do with your children. E.g. brushing your teeth takes a short time but you go to school for a long time.

Students use positional language such as under, next to , between and over.

Students describe the location of objects such as the cat is under the table. Use everyday activities to describe your position. E.g. You are sitting on the couch. We are under the blanket.

Students recognise the names of and can sort or match two dimensional shapes such as square, tri-angle and circle.

Students know the names of shapes such as square, rectangle, triangle, oval, circle, diamond, star and heart.

Students can match shapes e.g. these are both squares

Point out shapes that you see in your everyday environment. Ask “what shape is that window?”

Draw shapes and ask children to name them.

Use stencils.

Sing shape songs.

STATISTICS AND PROBABILITY Everyday Language Ideas for Parents at Home

Students sort, classify and match objects according to attributes for example colours, size and shape.

Students can sort objects into colours, different sizes (big and small) and shapes.

Students use objects to sort. E.g. “Put all the small toys in this box and all the big toys in that box”

Students answer simple questions to collect infor-mation, such as using yes/no and group items in response to questions such as ‘What are your fa-vourite pets?’.

Students ask questions with yes or no answers. E.g. ‘Do you like potatoes?’ or “Can everyone who likes doges stand over here.”

Ask your children lots of questions and discuss their answers.

Created and collated by Bertram Primary School

Achievement Standards—Kindy Maths

Compare collections of groups Copy and create simple two part patterns

Recognise numbers to 10

Recognise numbers to 10

Students describe the sequence of familiar events and routines and uses the everyday language of time such as morning, afternoon and daytime.

Work Samples from Bertram Primary School

Created and collated by Bertram Primary School

Achievement Standards—Pre Primary English

Achievement Standard Everyday Language Ideas for Parents at Home

Writing & Creating

Students use familiar words and phrases and images to convey ideas. Students correctly write simple sight words as well as some common

words e.g. mum, dad ‘name’ Write ‘take home sight words’ nightly as part of homework

Practice sounds—sounds books, Reading Eggs, ABC pocket phonics

Ask students to help to write shopping lists or write during play

Practice forming letters—ABC pocket phonics

Discuss the students own experiences

Ask students to write letters

Engage in diary writing

Recap what happened on a day or a weekend.

Writing shows evidence of sound and letter knowledge, beginning

writing behaviours and experimentation with capital letters and full

stops.

Students try to use sounding out for unknown words, attempt to use spac-

es between words and attempt to use capital letters and full stops.

Correctly form known upper and lower case letters. Write letter starting at correct starting points

Understand that their texts can reflect their own experiences. Write about personal experiences.

Speaking and Listening

Understand that texts can reflect their own experiences. Relate events in stories to own personal experiences. After and during reading books, discuss personal experiences that

relate to the story

Ask students to discuss 3 things about their day

Ask “What did you like or dislike?”

Read rhyming books with your child

Play ‘I Spy’

Help with cooking meals

Identify and describe likes and dislikes about familiar texts, objects,

characters and events.

Speak about this they like or dislike and give reasons.

In informal group and whole class settings, students communicate

clearly.

Speak clearly, using appropriate volume and eye contact.

Retell events and experiences with peers and know adults. Retells events and experiences to other students and teachers

Listen for, identify and use rhyme, letter patterns and sounds in

words.

Can tell you is words rhyme, listen for rhyming words in stories and gener-

ate more rhyming words.

Listen to and use appropriate language features to respond to others

in a familiar environment.

Contributes ideas to class and group discussions. Listens when other are

talking.

Reading and Viewing

Use predicting and questioning strategies to make meaning from

texts.

Guesses what a story will be about. Ask question about he book/story to

understand. Stories for enjoyment

Support your child with home reading by asking questions about

the book being read including before, during and after reading

questions

Borrow books from the library

Read picture books, rhyming verse and information texts.

Read environmental print e.g. products in shops, signs, recipes,

mail etc.

Recall one or two events from texts with familiar topics. Remember events from a book that they have read or have listened to.

Understand that there are different types of texts and that these have

similar characteristics.

Understand that picture books are written for enjoyment and non fiction

books are to inform us.

Identify connections between texts and their personal experience.

Read short, predictable texts with familiar vocabulary and supportive

images, drawing on their developing knowledge of concepts about

print and sound and letters.

Identify where to start hen reading, correct direction, pointing to words as

reading, reading known sight words and sound out words.

Identify the letters of the English alphabet and use the sounds repre-

sented by most letters.

Name the letter and say their sounds. Sounding out words to read them.

Blending sound o read words.

Created and collated by Bertram Primary School

http://www.acara.edu.au/curriculum/worksamples/Foundation_Year_English_Portfolio_Satisfactory.pdf

http://k10outline.scsa.wa.edu.au/assessment_principles_and_practice/judging_standards

What are the Achievement Standards?

Achievement standards indicate the quality of learning (the

extent of knowledge, depth of understanding and

sophistication of skills) that students should typically

demonstrate at particular points in their schooling. For

example, students who have been taught the content of the

Year 3 curriculum are expected to be able to demonstrate the

knowledge, understandings and skills described in the Year 3

achievement standard for that subject/learning area.

http://k10outline.scsa.wa.edu.au/Resources/faqs

C Grade / Satisfactory

This shows that the student demonstrates

satisfactory achievement of what is expected for this

year level. In order for your child to receive an A or

B, they will need to demonstrate high or excellent

achievement in their year level.

http://k10outline.scsa.wa.edu.au/Reporting_policy/

Requirements

Below are two work samples which are C Grade

pieces of work from ACARA and the WA Schools

Authority.

Achievement Standards—Pre Primary Maths

Achievement Standard Everyday Language Ideas for Parents at Home

NUMBER AND ALGEBRA

Students make connections between number

names, numerals and quantities up to 20

Students identify/recognise 1—20 by name, numeral and quan-

tity (pictorial)

Card games, board games e.g. Uno, Dominoes

Count everyday objects, model counting aloud “Can you get me

6 apples?”

Count pictures in a book, newspaper, junk mail

Count groups of objects

Count aloud e.g. counting songs, counting rhymes

Share out items e.g. blocks, food, toys or cards

Block, food, toys, cards

Setting the table “How many plates will you need?”

Students count to and from 20 Students count forwards and backwards to 20 and talk about

which is bigger/smaller.

Students order small collections Students compare two or three small groups of items and know

what is bigger or more.

Students compare 2 or more objects to see which is longer/

shorter, holds more/less, is heavier/lighter .

MEASUREMENT AND GEOMETRY

Students compare objects using mass, length and

capacity.

Students compare objects/containers, looking at one character-

istic such as weight, length and which holds more. Need to be

able to explain their decision.

Cooking

Water play with containers or in the bath or shower

Lifting boxes or jars

Discuss what your family does on each day of the week, or have

done

Day the does of the week in the car

Sign days of the week rhymes

Use time language , before dinner, in the evening

Talk about their day and ask when things happened

Time how long it takes to do things e.g. take bath, go some-

where

Treasure hunt—give directions

The cereal is above the .... The milk is next to …

Packing away toys, PJ’s under pillow

Make collections of items that are different shaped—blocks,

toys, shapes, pasta

Students connect events and the days of the week. Students connect days of the week to familiar events and ac-

tions e.g. on Wednesday we do ...

Students explain the order and duration of events. Students use time language to describe morning, afternoon,

evening, night time, daytime, before and after school

Students use appropriate language to describe lo-cation.

Students use positional language to describe location e.g. in

front of, beside, behind, above, below

Students group objects based on common charac-

teristics and sort shapes and objects.

Students can group different objects by colour, shape, size, and

texture. Students know the names of 3D shapes and sorts 2D

objects.

STATISTICS AND PROBABILITY

Students answer simple questions to collect infor-

mation.

Students can answer ‘yes’ or ‘no’ questions to collect infor-

mation.

Get your child to ask you ‘yes’ and ‘no’ questions—take turns

Created and collated by Bertram Primary School

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Achievement Standards—Year 1 English

Achievement Standard Everyday Language Ideas for Parents at Home

Writing

When writing, students provide details about ideas or events. Who, what, when, where, why, how. Practise writing at home looking at correct starting point and letter formations.

Accurately spell words with regular spelling patterns and use capital letters and full stops.

Students write one syllable words using learnt sounds e.g. st, ch, bl, ee. Students use capital letters and full stops in their writing

Play games with spelling / sight words

Use apps such as Spelling City

Correctly form all upper and lower case letters. Students write all capital and lower case letters starting at the correct point, using dotted thirds correctly.

Model how to write both capital and lower case letters properly,

Write letters in a yellow pencil and ask your child to trace over it

Speaking & Listening

Listen to others when taking part in conversations, using appropriate lan-guage features.

Students demonstrate ‘Listening body language’ using eye contact, responding appropriately to the topic, waiting to speak, tone of voice, facial expressions and gestures.

Encourage children to listen to both adults and children in a variety of situations,

using language appropriate to the situation. E.g. using footy terms at footy training

Listen for and reproduce letter patterns and letter clusters. Students hear and attempt to write sounds in words. Students can break words down into parts

Talk about sounds and their letters. E.g. as you drive play ‘I Spy’, as a variation you

can break words of the things that you see into their syllables

Understand how characters in texts are developed and give reasons for personal preferences.

Students discuss characters in stories and provide a reason as to why they prefer that character.

After reading a book or watching a movie, discuss the characters. What did they

look like, Were they a nice person? (why?) Do you think that they like it when…?

Create texts that show understanding of the connection between writing, speech and images.

Students write a piece that includes matching pictures and writing. Write a story and draw a picture to match.

Discuss the pictures in a book and how they match the words

Create short texts for a small range of purposes. Students write a variety of simple texts. E.g. invite, letter, story. Write a variety of texts, e.g. invites, letters, stories, comic strips etc.

Interact in pair, group and class discussions, taking turns when responding. Students can talk in a group setting, taking turns to talk. Encourage children to talk to adults and children, and they take turns to talk.

Make short presentations of a few connected sentences on familiar and learned topics.

Students can read their writing about a well known topic to their peers. Ask children to read their writing to you out aloud.

Reading & Viewing

Understand the different purposes of texts. Students understand that written pieces have different purposes. E.g. an invite informs of an event or a story entertains

Talk about what texts are for. E.g. Why write a shopping list? Etc.

Make connections to personal experience when explaining characters and main events in short texts.

After reading, students talk about something that happened to them that is similar to an event in the story or similarities in a character to some one in their life.

After reading a book or watching a movie, talk about a time that something similar

happened to you or your child. How is it similar?

Identify the language features, images and vocabulary used to describe characters and events.

Students can talk about how a character or event is portrayed , pointing out words or images that made them see the character that way.

After reading a book or watching a movie talk about what made you think that

about a character. E.g. why do you think that? Talk about the pictures giving us clues and describing words.

Read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images.

Students can read texts that have familiar and new language in them, aloud with few pauses.

Encourage your child to read aloud, beginning with texts that they know and love,

moving to texts that have new words that they do not already know.

Model reading aloud to your child, demonstrating expression and intonation.

When reading, use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning.

Students can use what they already know about literacy to figure out what a text is saying.

After reading a book talk about what you think it was about and why.

Model skills to attain meaning out aloud (sounding out, re-reading, following from

left to right with your finger etc.)

Recall key ideas and recognise literal and implied meaning in texts. After reading a text, students can remember what it was about, describing literal (clearly stated) and inferential (suggested ) ideas.

After reading, discuss the events of the book.

Created and collated by Bertram Primary School

http://k10outline.scsa.wa.edu.au/assessment_principles_and_practice/judging_standards http://www.acara.edu.au/curriculum/worksamples/Year_1_English_Portfolio_Satisfactory.pdf

What are the Achievement Standards?

Achievement standards indicate the quality of learning (the

extent of knowledge, depth of understanding and

sophistication of skills) that students should typically

demonstrate at particular points in their schooling. For

example, students who have been taught the content of the

Year 3 curriculum are expected to be able to demonstrate the

knowledge, understandings and skills described in the Year 3

achievement standard for that subject/learning area.

http://k10outline.scsa.wa.edu.au/Resources/faqs

C Grade

This shows that the student demonstrates satisfactory achievement of what is expected for this year

level. In order for your child to receive an A or B, they will need to demonstrate high or excellent

achievement in their year level.

http://k10outline.scsa.wa.edu.au/Reporting_policy/Requirements

Below are two work samples which are C Grade pieces of work from ACARA and the WA Schools

Authority.

Achievement Standards—Year 1 Maths

Achievement Standard Everyday Language Ideas for Parents at Home

Number and Algebra

Describe number sequences resulting from skip counting by 2s, 5s and 10s Explain number sequences that go up or down by 2’s, 5’s or 10’s when we skip count by 2,5, and 10.

Count everyday objects (e.g. toys, utensils, food) by 2’s, 5’s and 10’s. board games—counting forwards and backwards.

They identify representations of one half Can identify halves of shapes and groups of objects Halving fruit, pizza, treats an sharing.

Recognise Australian coins according to their value Name each Australian coin and describe it’s features. Find certain coins when asked. Children pay for items (handle money). Play shops with play money.

Count to and from 100 Count forwards and backwards starting at any number from 0 to 100.

Counting songs, objects on car trips. Reciting number sequences.

Locate numbers on a number line Find numbers on a number line from 0 to 100. Find number and read numbers out and about.

Carry out simple additions and subtractions using counting strategies When adding students count on from the biggest number and split numbers into easier chunks e.g. 12 + 13 = (10 + 10 and 2 + 3 )

Recite number sequences, combine collections (e.g. teddy bears, toys).

They partition numbers using place value Split numbers into 100’s, 10’s and 1’s Count large collections—use straws, pop sticks, matchsticks. Group in 100’s, 10’s, 1’s to count.

Continue simple patterns involving numbers and objects Continue simple shape and number patterns e.g. 3,5,7,3,5,7, Find patterns in the environment. Lego, block patterns (e.g. 2 red blocks, 4 green, 6 blue)

Measurement and Geometry

Explain time durations Can explain the length of different time frames Calendars, timetables, countdowns. How many months, weeks, days, hours till event? Describe lengths since events (e.g. birthday)

Describe two-dimensional shapes and three-dimensional objects Can say how many sides, corners and faces 2D and 3D shapes have. Where can we find a triangle? Cylinder? What shape is this…? Discuss its features.

Order objects based on lengths and capacities using informal units Can order from longest to shortest, how much items can hold using different materials to work it out. (water, sand)

Which kitchen container holds more, less. Measuring—sand play. Who’s got the biggest room?

They tell time to the half hour Use both analogue and digital clocks to tell the time. Microwave (digital) clock in the room. Alarm clocks, oven. Read times. Know key times (getting up, bath/shower, bed)

They use the language of direction to move from place to place Give and follow directions to familiar locations e.g. left right for-wards and backwards.

Use language (e.g. left, right, front, behind, next to, beside) to locate things. Describe own movement when following a path (e.g. when shopping—left, right)

Statistics and Probability

Describe data displays Look at a graph and explain which is the most or least common or popular.

What colour have you got the most, least of? Line up smarties, M & Ms in bar graph.

Students classify outcomes of simple familiar events Students say whether events will, wont or might happen. Questions such as what are the chances of it rain today? You will turn 5 today? Predicting based on books or TV shows (what are the chanc-es ____ will happen today?)

They collect data by asking questions and draw simple data displays Students ask questions to gather information on a topic. They draw graphs using pictures or objects .

Quiz family on favourite foods, animals etc.

Created and collated by Bertram Primary School

http://www.acara.edu.au/curriculum/worksamples/Year_1_Mathematics_Portfolio_Satisfactory.pdf

Achievement Standards—Year 2 English

Achievement Standard Everyday Language Ideas for Parents at Home

Writing

Create texts that show how images support the meaning of the text.

Writes texts and draws pictures that match. Write a sentence or more on something that has happened or a story and draw to match

Accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately.

Writes common words correctly and sound out unknown words. Uses capital letters, full stops and commas when writing.

Sight words. (spelling) break up words verbally into sounds and write the sounds you hear. Keep a diary use capitals, full stops, commas in shopping lists. Write and post letters.

They legibly write unjoined upper and lowercase letters. Correctly forms capital and lower case letters using consistent size. Whiteboards, blackboards and plenty of scrap paper, paint , chalk.

Speaking & Listening

Listen for particular purposes. Listen to get and give information understand a story for entertain-ment.

Give information on a relevant topic (a holiday place) instruc-tions, a story, recipes and ask questions.

Listen for and manipulate sound combinations and rhythmic sound patterns.

Recognise beginning, middle and end sounds in words. Sing nursery rhymes, find rhyming words, give rhyming words.

When discussing their ideas and experiences, students use eve-ryday language features and topic specific vocabulary.

Retell events/everyday stories (spoken and written) using a variety of different words.

Discuss daily events, future events each day.

Explain their preferences for aspects of texts using other texts as comparisons.

Shares similarities and differences between books and shares their likes and dislikes.

Home reader, library book.

Create texts that show how images support the meaning of the text.

Drawing pictures to match stories and writing. Make picture books

Create texts, drawing on their own experiences, their imagina-tion and information they have learned.

Tells Stories, retells, procedures, and debates using what they have learnt.

Make picture books, write out recipes, retell events/stories

Use a variety of strategies to engage in group and class discus-sions and make presentations.

Uses a range of uses to talk about ideas in small groups and present ideas to class

Talk around dinner table, share ideas, present stories etc. in front of family.

Reading & Viewing

Understand how similar texts share characteristics by identify-ing text structures and language features used to describe char-acters, settings and events.

Understands there are similarities and difference between different characters, settings and events in books, including the layouts.

Talk about different stories, shows

Read texts that contain varied sentence structures, some unfa-miliar vocabulary, a significant number of high frequency sight words and images that provide additional information.

Reads text that contains a variety of sentences that have one or two ideas. Recognises learnt sight words when reading text.

Sight word folders. Home readers.

Monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge.

When reading looks for meaning, self corrects using what is read, and responses to punctuation, words and letter knowledge.

Listen to you child read.

Identify literal and implied meaning, main ideas and supporting detail.

Can find answers directly in the text and suggested ideas, main idea with supporting detail.

After reading, discuss the events of the book.

Make connections between texts by comparing content. Finds similarities and differences when reading a text. Compare books or shows what is the same and different.

Created and collated by Bertram Primary School

What are the Achievement Standards?

Achievement standards indicate the quality

of learning (the extent of knowledge, depth

of understanding and sophistication of

skills) that students should typically

demonstrate at particular points in their

schooling. For example, students who

have been taught the content of the Year 3

curriculum are expected to be able to

demonstrate the knowledge,

understandings and skills described in the

Year 3 achievement standard for that

subject/learning area.

http://k10outline.scsa.wa.edu.au/

Resources/faqs

C Grade

This shows that the student

demonstrates satisfactory achievement

of what is expected for this year level. In

order for your child to receive an A or B,

they will need to demonstrate high or

excellent achievement in their year

level.

http://k10outline.scsa.wa.edu.au/

Reporting_policy/Requirements

Below are two work samples which are

C Grade pieces of work from ACARA

and the WA Schools Authority.

htt

p:/

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w.a

cara

.ed

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http://k10outline.scsa.wa.edu.au/media/documents/judgingstandards/year-2/english/informative-

writing-memory-box/ENG_Year_2_Informative_writing_memory_box_gradeC_work_sample.pdf

Achievement Standards—Year 2 Maths

Achievement Standard Everyday Language Ideas for Parents at Home

Number and Algebra

Recognise increasing and decreasing number sequences in-volving 2s, 3s and 5s

Recognise number patterns involving 2s, 3s and 5s gong up and down. Look for patterns count by 2s (e.g. pairs of socks, knifes and forks) share out treats/lollies/snacks counting in 2’s, 3’s, and 5’s.

Represent multiplication and division by grouping into sets Show multiplication in groups or share objects into fair groups. Sharing food/money/toys. Counting coins (5 x 20c = $1)

Associate collections of Australian coins with their value Identify coins and notes. Know value (e.g. $1 worth more than 50c even though its size is smaller)

Help children to pay for items at shops; read prices in catalogues; count change; encourage savings; have play money/play shops

Identify the missing element in a number sequence Find the missing number. E.g. 5, 10, _, 20, 25 Look for patterns in home environment. Write a selection of patterns down to find missing number. Play it as a quiz game to win prizes.

Count to and from 1000 Read license plate numbers in car park. Count large groups of objects. Sing counting songs.

They perform simple addition and subtraction calculations using a range of strategies

Be able to add and take away using different methods such as number bonds (0 + 10 = 10, 1 + 9 = 10) or partitioning (breaking numbers up 25 = 20 + 5)

Memorise basic number facts. Encourage children to handle money. Verbally ask questions like if I have this many blocks and I add this many. How many do I have?

Divide collections and shapes into halves, quarters and eighths

Cooking, sharing snacks and toys fairly

Measurement and Geometry

Recognise the features of three-dimensional objects Name and describe spheres, cubes, pyramids and prisms and their related corners, edges and faces.

Look for examples of 3D shapes in real life

They interpret simple maps of familiar locations Find things on a map of a known area such as the school or playground. Look at information booth maps. Discuss directions (esp. left + right) travelling in car. Draw maps of home area or park games with it.)

Explain the effects of one-step transformations What happens when you slide, flip or turn an object. (clockwise or anti-clockwise)

Look in mirror and discuss reflections.

Order shapes and objects using informal units Order different objects from shortest to longest; lightest to heaviest; biggest to smallest, etc.

Order household objects (saucepans, foods, toys) and use appropriate language.

They tell time to the quarter hour and use a calendar to iden-tify the date and the months included in seasons

Tell the time on analogue and digital clocks: o’clock, half past, quarter to and quarter past. Name seasons and read the date.

Have analogue clock at home and frequently ask time. Have family calendar. Discuss changes in seasons (clothing, weather, etc)

Draw two- dimensional shapes Draw squares, triangles, circles, rectangles, etc. Look for shapes in real life, books, etc. Draw together. Sing shape songs. Make shapes with playdough.

Statistics and Probability

Make sense of collected information Read simple tables, graphs and tallies. Look at tables or graphs in the news, weather reports etc. Talk about what it means.

They describe outcomes for everyday events Use language such as certain, likely, unlikely or impossible to describe everyday events.

Discuss likelihood of events. E.g. do you think it will rain today? Use language likely, unlikely, possible, impossible.

Collect data from relevant questions to create lists, tables and picture graphs

Be able to conduct a survey and record the information they collect. Survey family members about what movie everyone wants to watch; what food people want for dinner, etc. what activities they want to do on the weekend.

Created and collated by Bertram Primary School

http://www.acara.edu.au/curriculum/worksamples/Year_2_Mathematics_Portfolio_Satisfactory.pdf

Achievement Standards—Year 3 English

Achievement Standard Everyday Language Ideas for Parents at Home

Writing

Texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters.

Write and draws picture to show and extend details. Write about what they did, draw a picture to match.

Demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing.

Demonstrates understanding of nouns, verbs and adjectives and chooses appropriate words for what their writing about.

Use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning.

Knows sight words and their meaning to help spell harder words. Check homework to see if it makes sense. Dictionary.com

Write using joined letters that are accurately formed and con-sistent in size.

Writes using cursive writing (running writing) starting in the right place and being of the same size.

Practice NSW font at home using the correct formation.

Reading & Viewing

Understand how content can be organised using different text structures depending on the purpose of the text.

Understands the structure of a text depending on what it is for. Recipes, methods, using paragraphs

Understand how language features, images and vocabulary choic-es are used for different effects.

Understands how pictures, words and language feature ( verbs, phrases, repetition) are used for different effects.

Read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional in-formation.

Reads text that have sentences of different lengths, a variety of punctuation ( “?! ) and picture that contain more information (captions)

Read with your child—home reading

Identify literal and implied meaning connecting ideas in different parts of a text.

In different books find the directly stated and the suggested meaning which connect ideas.

Question your child i.e. if I didn’t go food shopping what di you think will happen?

Select information, ideas and events in texts that relate to their own lives and to other texts.

How is what you have read or watched similar to you?

Speaking & Listening

Listen to others’ views and respond appropriately. Talking at the dinner table, on the phone—Facetime/Skype

Understand how language features are used to link and sequence ideas.

Understand how words are used to link and sequence ideas e.g. next, then, after, firstly.

Retell what happened

Understand how language can be used to express feelings and opinions on topics.

Understands how words can be used to express feelings and opin-ions e.g. must, should, absolutely.

When reading identify the emotional language. Convince me why you want an ice cream.

Create a range of texts for familiar and unfamiliar audiences Make a range of text for peers, teachers and unknown people. Make puppet show, plays or iMovie's

Contribute actively to class and group discussions, asking ques-tions, providing useful feedback and making presentations.

Be involved in family chats.

Created and collated by Bertram Primary School

What are the Achievement Standards?

Achievement standards indicate the quality of

learning (the extent of knowledge, depth of

understanding and sophistication of skills) that

students should typically demonstrate at

particular points in their schooling. For

example, students who have been taught the

content of the Year 3 curriculum are expected

to be able to demonstrate the knowledge,

understandings and skills described in the

Year 3 achievement standard for that subject/

learning area.

http://k10outline.scsa.wa.edu.au/Resources/

faqs

C Grade

This shows that the student demonstrates

satisfactory achievement of what is expected

for this year level. In order for your child to

receive an A or B, they will need to

demonstrate high or excellent achievement in

their year level.

http://k10outline.scsa.wa.edu.au/

Reporting_policy/Requirements

Below are two work samples which are C

Grade pieces of work from ACARA and the

WA Schools Authority.

http://www.acara.edu.au/curriculum/worksamples/Year_3_English_Portfolio_Satisfactory.pdf

http://k10outline.scsa.wa.edu.au/media/documents/judgingstandards/year-3/english/

imaginative-writing-narrative-character-development/

ENG_Yr_3_Narrative_writing_Character_development_gradeC_work_sample.pdf

Achievement Standards—Year 3 Maths

Achievement Standard Everyday Language Ideas for Parents at Home

Number and Algebra

Recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication

Knows that addition and subtraction are opposites. Uses multiplication strategies to work out problems.

Shopping, repetition of timetables, grouping lollies, cooking, grouping biscuits etc.

They model and represent unit fractions Students make and show 1/2, 1/4, 1/5, 1/3 Cutting food, portions, pizza, sharing

Represent money values in various ways Shows money in different ways: 5 x 20c = $1, 2 x 50c = $1 Shopping, change, online shopping, pocket money, re-ward chart

Count to and from 10 000 From any starting point, count backwards and forwards to 10 000. Read license plates/other large numbers. Estimate large numbers. E.g. number of bricks in house

Classify numbers as either odd or even Can say whether a number is odd or even e.g. if ends in 0, 2, 4, 6, 8 even and 1, 3, 5, 7, 9 odd

Everyday situation—drawing point to signs.

Recall addition and multiplication facts for single digit numbers Remembers addition and multiplication up to 9. ie. 9 + 9, 9 + 7, 9 x 3 Flashcards. Play card/board games.

Correctly count out change from financial transactions Gives correct notes and coins as change. Pocket money, shopping, child adds up amount of change due.

Continue number patterns involving addition and subtraction Count on from any number you see.

Measurement and Geometry

Students identify symmetry in the environment Students find equal halves—same on both sides– around them. Experiment with mirrors and reflections. Butterfly draw-ing.

Match positions on maps with given information Find things on a map with a key. Directories — shops , zoo, royal show etc. Look at infor-mation maps.

Recognise angles in real situations Find angles at home e.g. corners, rooves. Ipads take photos natural environment.

Students use metric units for length, mass and capacity Students use mm, cm, m, km, g, kg, ml, when measuring. Cooking—scales, measuring, jugs, milk etc.

They tell time to the nearest minute Ask child the time, time flash cards. Have analogue clock at home.

Make models of three-dimensional objects Make models of 3D shapes e.g. cube, pyramid, prisms spheres. Natural geographic 3D. Playdough. Ipad games. Toys/lego digs.

Statistics and Probability

They interpret and compare data displays Students read and compare tables, graphs and tallies Newspapers, news, today tonight, online polls

Conduct chance experiments and list possible outcomes Carry out chance experiments with outcomes being likely, unlikely, cer-tainly, impossible

Question kids. Will it rain today?

Carry out simple data investigations for categorical varia-bles

Conduct the collection of data and organise into categories. Discuss different ways to categorise everyday objects such as food/toys.

Created and collated by Bertram Primary School

http://k10outline.scsa.wa.edu.au/assessment_principles_and_practice/judging_standards

http://www.acara.edu.au/curriculum/worksamples/

Year_3_Mathematics_Portfolio_Satisfactory.pdf

Achievement Standards—Year 4 English

Achievement Standards Everyday Language Ideas for Parents at Home

Writing

Use language features to create coherence and add detail to their texts.

Students use features such as, adverbs and adjectives to make sense and add detail.

How would you describe …. Explain how … is moving

Understand how to express an opinion based on information in a text. Can tell if they agree or disagree on what they have read and give a reason why.

What do you think about …. Why …

Create texts that show understanding of how images and detail can be used to extend key ideas.

Can draw images to support their writing Looking at close up pictures – finding the small details in the picture, create own pictures to match a story.

Create structured texts to explain ideas for different audiences. Make texts which show the correct setting out depending on the person reading it.

Looking at newspaper columns, letters, bills (graphs)

Demonstrates understanding of grammar, selects vocabulary from a range of resources

Shows understanding of grammar (nouns, verbs, adjective, ad-verbs, clauses) and uses words from a range of places.

Reading a book together, find the nouns, verbs or ad-verbs.

Uses accurate spelling and punctuation, editing their work to improve meaning.

Homework and spelling words should be neat and cor-rect, edit writing together.

Reading & Viewing

Students understand that texts have different text structures depend-ing on purpose and audience.

Understand what layout is needed depending on its purpose and who its for.

Look at letters, pamphlets, catalogues, ads and work out who its aimed for and how have they achieved this.

Explain how language features, images and vocabulary are used to engage the interest of audiences.

How are the words and pictures used to engage the person read-ing or looking at it.

Who is the advert aimed at? What are they selling? - what are the main features.?

Describe literal and implied meaning connecting ideas in different texts.

The ideas are clear between texts and what the hidden messages are.

Compare news reports on different channels.

Express preferences for particular texts, and respond to others’ view-points.

Tells why they like a particular type of text and respond to an-other's point of view.

Why did you pick that library book? If you could get book from the shop what would it be?

Speaking & Listening

Listen for key points in discussions. What was the radio presenter saying? What did they do?

Use language features to create coherence and add detail to their texts.

Uses words and expressions when speaking Explain their day, what they did, who , when and where.

Understand how to express an opinion based on information in a text.

Understands how to say they like something based on what they have heard.

Tell why they like a certain song, movie, show or book.

Create texts that show understanding of how images and detail can be used to extend key ideas.

Students explain how images add detail to text.

Create structured texts to explain ideas for different audiences. Makes a speech or performance aimed at a certain group. Explain how to make a cup of tea, meal, or kick a ball.

Make presentations and contribute actively to class and group dis-cussions, varying language according to context.

Join in class chats and discussions, using words you have learnt and are used in the topic.

Be involved, have family chats, have a ‘no screen’ day.

Created and collated by Bertram Primary School

What are the Achievement Standards?

Achievement standards indicate the quality of learning (the extent of knowledge, depth of

understanding and sophistication of skills) that students should typically demonstrate at particular

points in their schooling. For example, students who have been taught the content of the Year 3

curriculum are expected to be able to demonstrate the knowledge, understandings and skills

described in the Year 3 achievement standard for that subject/learning area.

http://k10outline.scsa.wa.edu.au/Resources/faqs

C Grade

This shows that the student demonstrates satisfactory achievement of what is expected for this

year level. In order for your child to receive an A or B, they will need to demonstrate high or

excellent achievement in their year level.

http://k10outline.scsa.wa.edu.au/Reporting_policy/Requirements

Below are two work samples which are C Grade pieces of work from ACARA and the WA

Schools Authority.

http://www.acara.edu.au/curriculum/worksamples/Year_4_English_Portfolio_Satisfactory.pdf http://k10outline.scsa.wa.edu.au/assessment_principles_and_practice/judging_standards

Achievement Standards—Year 4 Maths

Achievement Standard Everyday Language Ideas for Parents at Home

Number and Algebra

Choose appropriate strategy for calculations involving multiplication and

division.

Shopping—if I buy to of these how much will it be?

Recognise common equivalent fractions in familiar context Recognise common equal fractions in everyday situations Cooking—2/4 is the same as 1/2

Make connections between fractions and decimal notations up to two deci-

mal places

Make connections between fractions and their decimals up to 2 decimal plac-

es.

1/4 of a $ is 25c

Solve simple purchasing problems Works out simple transactions What is the change? Jungle Coin App

Identify unknown quantities in number sentences. Works out the missing numbers in a number sentence 20—? = 15

Describe number patterns resulting from multiplication. Describes a number pattern which involves multiplication Counting in multiples - what’s the fastest way to count these

apples?

Use the properties of odd and even numbers Uses the rules of odds and evens to work out sums

Recall multiplication facts to 10 x 10 and the related division facts. Can say their timetables up to 10 x 10 and the related divisions Repeat the times tables while setting the table

Locate familiar fractions on a number line Identifies common fractions on a number line Where would halfway between that wall and this wall be?

Continue number sequences involving multiples of single digit numbers. Continues a number pattern times’ing singles digit numbers What happens if I times this by 2 X amount of times?

Measurement and Geometry

Compare areas of regular and irregular shapes using informal units. Compare the space taken up by different shapes How many iPads would it take to cover the table?

Solve problems involving time duration Solve problems about how long it takes. Time since… , time till ….

Interpret information contained in maps Can read where things are located on a map Shopping centre maps, find house on Google maps and look at

what’s around you.

Use scaled instruments to measure temperatures, lengths, shapes and

objects.

Can use the correct item to measure temperature, length, shape and objects. Read thermometers, measuring tape at IKEA,

Convert between units of time Can convert time into its equal parts. E.g. tells that 60 seconds is 1 minutes How long till the holidays in days, what is that in weeks?

Create symmetrical shapes and patterns Folding paper/craft activities. Decorating cakes/cookies

Classify angles in relation to right angles Can sort angles into right angles and not Play game such as I Spy to find the angles when out and about.

Statistics and Probability

Identify dependent and independent events Can tell if events will happen with or without the need of another factor. If I do this … then this will / will not happen ….

Describe different methods for date collection and representations, and

evaluate their effectiveness.

Collects data and shows it in different ways and gives reason about it. Family surveys

list the probabilities of everyday events Can use the terms likely, unlikely, certain, uncertain, impossible, possible to

describe the likeness of a daily event to occur.

Is it likely that it will rain today? Etc.

Construct data displays from given or collected data. Presents information in tallies , graphs and tables View Online polls e.g. reality shows like The Block, votes—

hands up

Created and collated by Bertram Primary School

Satisfactory C Grade Work Samples for Maths

http://www.acara.edu.au/curriculum/worksamples/Year_4_Mathematics_Portfolio_Satisfactory.pdf

Achievement Standards—Year 5 English

Achievement Standard Everyday Language Ideas for Parents at Home

Reading & Viewing

Students explain how text structures assist in understanding the

text.

Students understand and can explain how different texts contain

different features that set them apart.

Why is the text set out in this way?

Understand how language features, images and vocabulary influ-

ence interpretations of characters, settings and events.

Students understand how pictures and words help them learn

about characters, setting and events. E.g. the use of phrases, hu-

mour and rhyme.

Read different texts nightly

Use iPads to explore spelling vocabulary and grammar

apps.

Analyse and explain literal and implied information from a variety

of texts.

Think about and explain direct and indirect information from a

variety of text.

Describe how events, characters and settings in texts are depicted

and explain their own responses to them.

Describe how events and characteristics and setting are shown in

texts by explaining in in their own words.

Writing

Use language features to show how ideas can be extended. Use writing skills to show how ideas can be developed. Create own stories on iPad (Book Creator)

Develop and explain a point of view about a text, selecting infor-

mation, ideas and images from a range of resources.

Develop and explain a pint of view about a text , selecting infor-

mation ideas and images from a range of resources.

Make a family newsletter (fortnightly)

Discuss current affairs with family sharing points of view.

Create a variety of sequenced texts for different purposes and

audiences.

Create a variety of texts ordered for different purposes and listen-

ers

When writing, they demonstrate understanding of grammar, se-

lect specific vocabulary and use accurate spelling and punctuation,

editing their work to provide structure and meaning.

Demonstrate understanding and correct usage of grammar punc-

tuation and spelling. Selects appropriate words and edits work to

fit the writing task. For example: speech marks, question marks,

commas, apostrophes, capital letters and full stops.

iPad apps

Keep a diary or journal

Speaking & Listening

Listen and ask questions to clarify content. Share reading with parents, discussing ideas and issues

Use language features to show how ideas can be extended. Speaks using accurate language to show deeper meaning .

Develop and explain a point of view about a text, selecting infor-

mation, ideas and images from a range of resources.

Practice speaking on a topic (can be times)

Create a variety of sequenced texts for different purposes and

audiences.

Create a variety of texts ordered for different purposes and listen-

ers.

Share oral recounts of experiences and events with par-

ents and family.

Make presentations and contribute actively to class and group

discussions, taking into account other perspectives.

Present orally and participate in class and group discussions con-

sidering other points of view.

Practice oral assessments at home with parent or carer.

Created and collated by Bertram Primary School

What are the Achievement Standards?

Achievement standards indicate the quality of learning (the extent of knowledge, depth

of understanding and sophistication of skills) that students should typically

demonstrate at particular points in their schooling. For example, students who have

been taught the content of the Year 3 curriculum are expected to be able to

demonstrate the knowledge, understandings and skills described in the Year 3

achievement standard for that subject/learning area.

http://k10outline.scsa.wa.edu.au/Resources/faqs

C Grade

This shows that the student demonstrates satisfactory achievement of what is expected for this

year level. In order for your child to receive an A or B, they will need to demonstrate high or

excellent achievement in their year level.

http://k10outline.scsa.wa.edu.au/Reporting_policy/Requirements

Below are two work samples which are C Grade pieces of work from ACARA and the WA

Schools Authority.

http://k10outline.scsa.wa.edu.au/media/documents/judgingstandards/year-5/english/persuasive-

writing-storm-boy/ENG_Year_5_Persuasive_writing_Storm_boy_gradeC_Work-sample.pdf http://www.acara.edu.au/curriculum/worksamples/Year_5_English_Portfolio_Satisfactory.pdf

Achievement Standards—Year 5 Maths

Achievement Standard Everyday Language Ideas for Parents at Home

NUMBER AND ALGEBRA

Solve simple problems involving the four operations using a range of

strategies

Students are able to solve addition, subtraction, multiplication and division problems.

They are able to use more than one method to do the calculations and explain how they

solved it

Practice maths facts including multiplication. Take part in

working out maths problems in real life, such as calcu-

lating change at the shops.

Check the reasonableness of answers using estimation and rounding Use estimation and rounding to check their work.

Identify and describe factors and multiples Use mathematical words (factors e.g. 4x5, and multiples = 20) to talk about multiplication

problems. Explain factors and multiples and find them in a word problem.

Practice times tables.

They explain plans for simple budgets Explain plans for simple budgets. Take part in planning budgets for shopping trips.

Order decimals and unit fractions and locate them on number lines Place decimal numbers and fractions into order from lowest to highest and find numbers on a number line.

Add and subtract fractions with the same denominator Add and subtract fractions which have the same denominator (e.g., when numbers on

the bottom of the fraction is the same - 2/4 + 1/4 = 3/4)

Have students involved in cooking and measuring ingredi-

ents. Talk about the fractions used in measuring by cups

or tablespoons.

Continue patterns by adding and subtracting fractions and decimals Continue patterns by adding and subtracting fractions and decimals. Count collections of money.

Find unknown quantities in number sentences Find unknown quantities in number sentences. (e.g. 42 / ? = 6)

MEASUREMENT AND GEOMETRY

Connect three-dimensional objects with their two-dimensional repre-

sentations

Name 3-D shapes from real life and pictures or drawings. Name 3D shapes around them.

Describe transformations of two-dimensional shapes and identify line

and rotational symmetry

Name transformations (flip, slide, turn, rotate) of 2D shapes. Find symmetry in pictures,

drawings and in real life.

They use appropriate units of measurement for length, area, volume,

capacity and mass, and calculate perimeter and area of rectangles

Know which metric units to use for a particular measurement, e.g. cm, m or km for a

length measurement.

Talk about measurement in real life situations, such as

travelling or cooking.

Convert between 12 and 24 hour time Practice telling the time at every opportunity.

Use a grid reference system to locate landmarks Read maps with students and find landmarks using the

grid system.

Measure and construct different angles Measure and draw different angles. Find angles in the real world.

STATISTICS AND PROBABILITY

Compare and interpret different data sets. Read, discuss and find information in tables, charts and graphs. Read tables to find information.

Students list outcomes of chance experiments with equally likely out-

comes and assign probabilities between 0 and 1

Take part in experiments, such as flipping a coin. Talk about the results using math terms.

(e.g. probabilities of 0 or 1)

Talk about the chance or probability of things happening.

Pose questions to gather data, and construct data displays appropri-

ate for the data

Plan and ask questions to collect data. create graphs and tables. Share collected data. what could you ask to find out ….

Created and collated by Bertram Primary School

http://www.acara.edu.au/curriculum/worksamples/Year_5_Mathematics_Portfolio_Satisfactory.pdf

Achievement Standards—Year 6 English

Achievement Standard Everyday Language Ideas for Parents at Home

Writing

Understand how language features and language patterns can be

used for emphasis.

Understand techniques such as metaphors, exaggerations, and phrases

can be used to create strength in their writing.

Show how specific details can be used to support a point of view. Statements in writing must have evidence. Back it up. Read a variety of texts.

Explain how their choices of language features and images are

used.

Justify and explain why they have chosen their choice of language fea-

tures.

Discuss advertising etc.

Create detailed texts elaborating on key ideas for a range of purpos-

es and audiences.

Write procedure to story for a range of different people—multimodal/

multimedia

Write a wide range of text. Read a wide range of text.

Demonstrate understanding of grammar, make considered choices

from an expanding vocabulary, use accurate spelling and punctua-

tion for clarity and make and explain editorial choices.

Year 6 expectation is to use all punctuation correctly with a focus on

commas to separate ideas.

Read and retell. Use of thesaurus online or hardcopy

(parents).

Reading & Viewing

Understand how the use of text structures can achieve particular

effects.

Choose appropriate type of text to achieve maximum effect and ex-

plain choice.

Read a variety of text (non-fiction).

Analyse and explain how language features, images and vocabulary

are used by different authors to represent ideas, characters and

events.

Look beyond just words and find deeper meaning of what they have

read.

Talk about/Discuss book characters etc.

Compare and analyse information in different texts, explaining lit-

eral and implied meaning.

Examine deeper meaning behind the text. Move beyond the obvious.

Select and use evidence from a text to explain their response to it. Students use information from a text to justify reasoning and tell why.

Speaking & Listening

Listen to discussions, clarifying content and challenging others’

ideas.

Students use questioning and summarising to challenge and clarify

information.

Watch the news, retell a story or someone’s opinion.

Discussion.

Understand how language features and language patterns can be

used for emphasis.

Engage the reader through the use of language to emphasis emotions.

Show how specific details can be used to support a point of view. Justify opinions and support with specific evidence.

Explain how their choices of language features and images are used. Tell why they have chosen the images and the use of voice when

speaking.

Create detailed texts elaborating on key ideas for a range of purpos-

es and audiences.

Using multimedia to create a range of texts. E.g. persuasive, narratives,

etc.

Have discussions about topical events.

Make presentations and contribute actively to class and group dis-

cussions, using a variety of strategies for effect.

Interact in group discussions using voice, volumes tone, pitch, rehearse

and deliver presentations.

Ascertaining with practices, have discussions.

Created and collated by Bertram Primary School

What are the Achievement Standards?

Achievement standards indicate the quality of learning (the extent of knowledge, depth of

understanding and sophistication of skills) that students should typically demonstrate at particular

points in their schooling. For example, students who have been taught the content of the Year 3

curriculum are expected to be able to demonstrate the knowledge, understandings and skills

described in the Year 3 achievement standard for that subject/learning area.

http://k10outline.scsa.wa.edu.au/Resources/faqs

C Grade

This shows that the student demonstrates satisfactory achievement of what is expected for this

year level. In order for your child to receive an A or B, they will need to demonstrate high or

excellent achievement in their year level.

http://k10outline.scsa.wa.edu.au/Reporting_policy/Requirements

Below are two work samples which are C Grade pieces of work from ACARA and the WA

Schools Authority.

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http://k10outline.scsa.wa.edu.au/media/documents/judgingstandards/year-6/english/poetry-diary-

entry-migration/ENG_Year_6_Poem-diary-entry_Migration_dear_diary_gradeC_work_sample.pdf

Achievement Standards—Year 6 Maths

Achievement Standard Everyday Language Ideas for Parents at Home

NUMBER AND ALGEBRA

Students recognise the properties of prime, composite, square and triangular numbers

Describe the use of integers in everyday contexts Use of numbers in everyday experiences and conversations

They solve problems involving all four operations with whole numbers Addition, subtraction, multiplication and division of whole numbers

Students recognise common fractions, decimals and percentages as different representations of the

same number

Recognise the relation between fractions, decimals and percentages and com-

monly used examples.

Solve problems involving the addition and subtraction of related fractions with common denominators

Make connections between the powers of 10 and the multiplication and division of decimals Provide example and power of 10 and hot it applies to decimal operations.

They describe rules used in numerical patterns involving whole numbers, fractions and decimals Money.

Students identify locate fractions and integers (numbers) on a number line

Calculate a simple fraction of a quantity represented numerically Cooking and eating/drinking.

Add, subtract and multiply decimals and divide decimals where the result is rational Estimation and reasonableness of their answer.

Calculate common percentage discounts on sale items Discounts up to 10%, 25%, 50% including use of calculators Shop and look online shopping

Write correct number sentences using brackets and order of operations BIMDAS—follow BIMDAS

MEASUREMENT AND GEOMETRY

Connect decimal representations to the metric system and choose appropriate units of measurement

to perform a calculation

They make connections between capacity and volume Cooking, using recipes

They solve problems involving length and area

Interpret timetables Read timetables—in 12 and 24 hr time Look at bus, train, TV, timetables

Describe combinations of transformations Explain transformation—flip, slide, rotation. Attributes stay the same.

Solve problems using the properties of angles Use protractors to construct and measure angles . Knowledge of degrees in

shapes for missing angles.

Students locate an ordered pair in any one of the four quadrants on the Cartesian plane Graphing points on x and y axis. Plotting quadrants into negative numbers.

Construct simple prisms and pyramids Explain difference prisms and pyramids

STATISTICS AND PROBABILITY

Compare observed and expected frequencies Patterns Look at sports stats, dream team

They interpret and compare a variety of data displays including those displays for two categorical varia-

bles

Manipulated/bias data

Evaluate secondary data displayed in the media Manipulated/bias data

Students list and communicate probabilities using simple fractions, decimals and percentages Students understand probabilities, can convert to fraction, decimal or percent-

age.

Created and collated by Bertram Primary School

http://www.acara.edu.au/curriculum/worksamples/Year_6_Mathematics_Portfolio_Satisfactory.pdf