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Creates a descriptive orientation for narrative text Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714 - Scootle )

Deliberate use of language Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800 - Scootle )

Complex sentences Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522 - Scootle )

uses prepositional phrases

accurate spelling and punctuation Understand how to use phonic knowledge and accumulated understandings about blending, letter-sound relationships, common and uncommon letter patterns and phonic generalisations to read and write increasingly complex words (ACELA1830 - Scootle )

uses range of noun groups

descriptive language is cohesive and engaging Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518 - Scootle )  & Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523 - Scootle )

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effective elaborate introductions regardless of genre

understanding of appropriate structure for specific tasks

language skills ( nouns, pronouns etc)- can build a response to writing through descriptive, emotive and elaborate language- plays with similes, metaphors comfortably

spelling and grammar above standard

Descriptive language to suit a purpose

sentences are simple, compound and complex and can use these skills to build arguments and ideas

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creates an orientation for narrative texts however not as descriptive and details,  "Jack fishing in a river " opposed to the sharp detailed imagery described above level

Basic prepositional phrases - " in a river"

Spelling and grammer "Mostly " acucurate. He's instead of his, handel instead of handle,

Sentences are " mostly" correct however slightly disjointed and lack fluency. "due to coldness for 4 hours" or and..and...and

straight forward opening and conclusion- minimal play on language for a purpose to engage a reader.

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uses simple sentences and fragments consistently

spelling and grammar mostly accurate

basic nouns in use - not as detailed and deliberate as above standards

uses everyday language- not imaginative, descriptive, metaphor/simile

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Makes use of noun groups to build tone

uses simple, compound and complex sentences

accurate spelling and grammar

uses mostly every day language

uses appropriate text structure for type

Can use language to create meaning in texts, subjective, imaginative, persuasive

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sample 4 for both below and  above

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We can assume that the ‘Satisfactory’ sample is at CrT7 for creative writing (page 39).

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YR 5 - NAPLAN DATA 2019
WELL BELOW NATIONAL AVERAGE

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Below for imaginative texts NSW syllabus

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Below for imaginative texts NSW syllabus

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https://www.educationstandards.nsw.edu.au/wps/wcm/connect/cbe27c2e-e3fe-4742-922c-8b74f7a3ea39/english-st3-act9-ws5-grade-C.pdf?MOD=AJPERES&CACHEID=ROOTWORKSPACE-cbe27c2e-e3fe-4742-922c-8b74f7a3ea39-m3k1IHh

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https://arc.nesa.nsw.edu.au/go/stage-3/english/activities/narrative

Can anyone open these?

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Sample work English K-10 Stage 3: Activity 9 - Imaginative Text Description | NSW Education Standards

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NESA is regularly updating its advice as the coronavirus outbreak unfolds. Get our latest COVID-19 advice

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Below samples are at CrT6 for textual features and vocabulary in creative writing (page 38 of progression).
This can be used to set goals for future pieces of writing for students and for our planning.

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CrT8 for textual features and CRT 7 for vocabulary on literacy progression (Page 39 and 40)

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NSW course performance descriptors Grade A

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NSW course performance descriptors Grade A

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demonstrates an extensive knowledge and understanding of places and environments, and the geographical processes that form and transform them

demonstrates extensive knowledge and understanding of the interactions and connections between people, places and environments

explains and analyses different perspectives of geographical issues across a range of scales

displays extensive knowledge and understanding of human wellbeing and the management of places and environments for their sustainability in relation to geographical issues across a range of scales

exhibits extensive skills to select and proficiently apply geographical concepts and tools appropriate and relevant to the investigation

displays sophisticated skills to select, acquire and process complex geographical information and uses an extensive range of strategies to communicate effectively.

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demonstrates some knowledge of places and environments and identifies some geographical processes that form and transform them

demonstrates elementary knowledge and understanding of some interactions and connections between people, places and environments

recognises some different perspectives of geographical issues

identifies some aspects of human wellbeing and the management of places and environments

exhibits elementary skills to select and apply geographical concepts and tools to the investigation

displays elementary skills to select, acquire, process and communicate geographical information using a limited range of strategies.

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demonstrates a sound knowledge and understanding of places and environments, and the geographical processes that form and transform them

demonstrates sound knowledge and understanding of the interactions and connections between people, places and environments

describes different perspectives of geographical issues

displays broad knowledge and understanding of human wellbeing and the management of places and environments for their sustainability

exhibits sound skills to select and apply geographical concepts and tools appropriate to the investigation

displays sound skills to select, acquire, process and communicate geographical information using a range of strategies.