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This webpage has been archived to prepare for transfer to the new NESA website. Reference to syllabus outcomes and content on this webpage may not be current. Teachers are encouraged to visit the Key Learning Area page for recent student work samples on the NESA website.

Assessment Resource Centre (ARC)

Work Sample : Kelsey

Activity : Procedure

    Procedure - Kelsey : Grade Commentary

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Other Work Samples for:

Kelsey has demonstrated a sound understanding of the structure and features of a procedure. The steps have been numbered in chronological order but some steps contain more than one action. Action verbs and commands have been used but they are not always appropriately positioned. Technical language, adjectives and adverbial phrases have been included to add detail. There is adequate use of spelling strategies and the handwriting is consistent in size and slope. To progress further, Kelsey could ensure that commands are used to begin each step and that each step describes only one action. This work sample demonstrates characteristics of work typically produced by a student performing at grade C standard midway through Stage 2.

Grade C

The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

Full list of grade descriptions

Foundation Statement strands

The following strands are covered in this activity:

  • Writing
    Students write well-structured literary and factual texts in terms of topic, purpose, audience and language by drafting, revising and proofreading. They use accurate sentence structure, grammatical features and punctuation conventions to produce various texts and spell familiar and unfamiliar words using knowledge of letter-sound correspondence, common letter patterns and a range of other strategies. Students use joined letters when writing in NSW Foundation Style and develop basic desktop publishing skills. Students explain how they structure their writing to achieve intended purposes.
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