Command Terms

Command Term Definition

Break down in order to bring out the essential elements or structure. (To
identify parts and relationships, and interpret information to reach
conclusions.)
Analyse

Comment Give a judgment based on a given statement or result of a calculation.

Give an account of the similarities and differences between two (or

more) items or situations, referring to both (all) of them throughout. In
language and literature, this may involve finding and evaluating the
significance of similarities and connections between texts and requires
Compare and contrast the student to make a literary analysis.
Evolve from one’s own thought or imagination, as a work or an
Create invention.

Provide a critical review or commentary, especially when dealing with

Critique works of art or literature. (See also “Evaluate”.)
Offer a considered and balanced review that includes a range of
arguments, factors or hypotheses. Opinions or conclusions should be
presented clearly and supported by appropriate evidence.
Discuss
Make an appraisal by weighing up the strengths and limitations. (See
Evaluate also “Critique”.)

Consider an argument or concept in a way that uncovers the

Examine assumptions and interrelationships of the issue.
Explore Undertake a systematic process of discovery.

Provide an answer from a number of possibilities. Recognize and state

Identify briefly a distinguishing fact or feature.
Use knowledge and understanding to recognize trends and draw
Interpret conclusions from given information.

Justify Give valid reasons or evidence to support an answer or conclusion.

 Put ideas and information into a proper or systematic order; give
Organize structure to a text.

Outline Give a brief account or summary.

Select Choose from a list or group.

Summarize Abstract a general theme or major point(s).

Synthesize Combine different ideas in order to create new understanding.

Use Apply knowledge or rules to put theory into practice.

Assessment Criteria
Criterion A: Analysing
Maximum: 8
At the end of year 5, students should be able to:
1. identify and explain the content, context, language, structure, technique and style of
text(s) and the relationship among texts.
2. identify and explain the effects of the creator’s choices on an audience
3. justify opinions and ideas, using examples, explanations and terminology
4. interpret similarities and differences in features within and between genres and
texts.

Achievement Level descriptor

level

0 The student does not reach a standard described by any of

the descriptors below.
1–2 The student:
i. provides minimal identification or explanation of the content,
context, language, structure, technique and style, and does not
explain the relationship among texts
ii. provides minimal identification and explanation of the effects
of the creator’s choices on an audience
iii. rarely justifies opinions and ideas with examples or
explanations; uses little or no terminology
iv. interprets few similarities and differences in features within
and between genres and texts.
3–4 The student:
i. provides adequate identification and explanation of the
content, context, language, structure, technique and style, and
some explanation of the relationship among texts
ii. provides adequate identification and explanation of the
effects of the creator’s choices on an audience
iii. justifies opinions and ideas with some examples and
explanations, though this may not be consistent; uses some
terminology
iv. interprets some similarities and differences in features within
and between genres and texts.
5–6 The student:
i. provides substantial identification and explanation of the
content, context, language, structure, technique and style, and
explains the relationship among texts
ii. provides substantial identification and explanation of the
effects of the creator’s choices on an audience
iii. sufficiently justifies opinions and ideas with examples and
explanations; uses accurate terminology
iv. competently interprets similarities and differences in features
within and between genres and texts.
 7–8 The student:
i. provides perceptive identification and explanation of the
content, context, language, structure, technique and style, and
explains the relationship among texts thoroughly
ii. provides perceptive identification and explanation of the
effects of the creator’s choices on an audience
iii. gives detailed justification of opinions and ideas with a
range of examples, and thorough explanations; uses accurate
terminology
iv. perceptively compares and contrasts features within and
between genres and texts.

Criterion B: Organizing
Maximum: 8
At the end of year 5, students should be able to:
1. employ organizational structures that serve the context and intention
2. organize opinions and ideas in a coherent and logical manner
3. use referencing and formatting tools to create a presentation style suitable to the context
and intention.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the
descriptors below.
The student:
i. makes minimal use of organizational structures though these
may not always serve the context and intention
1–2 ii. organizes opinions and ideas with a minimal degree of
coherence and logic
iii. makes minimal use of referencing and formatting tools to
create a presentation style that may not always be suitable to
the context and intention.
 The student:
i. makes adequate use of organizational structures that serve
the context and intention
ii. organizes opinions and ideas with some degree of coherence
3–4
and logic
iii. makes adequate use of referencing and formatting tools to
create a presentation style suitable to the context and
intention.

The student:
i. makes competent use of organizational structures that serve
the context and intention
ii. organizes opinions and ideas in a coherent and logical
5–6
manner with ideas building on each other
iii. makes competent use of referencing and formatting tools to
create a presentation style suitable to the context and
intention.

The student:
i. makes sophisticated use of organizational structures that
serve the context and intention effectively
ii. effectively organizes opinions and ideas in a coherent and
7–8
logical manner with ideas building on each other in a
sophisticated way
iii. makes excellent use of referencing and formatting tools to
create an effective presentation style.

Criterion C: Producing text

Maximum: 8
At the end of year 5, students should be able to:
1. produce texts that demonstrate thought, imagination and sensitivity, while exploring and
considering new perspectives and ideas arising from personal engagement with the
creative process
2. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating
awareness of impact on an audience
3. select relevant details and examples to develop ideas.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the
descriptors below.
The student:
i. produces texts that demonstrate limited personal engagement
with the creative process; demonstrates a limited degree of
thought, imagination and sensitivity and minimal exploration
1–2 and consideration of new perspectives and ideas
ii. makes minimal stylistic choices in terms of linguistic, literary
and visual devices, demonstrating limited awareness of impact
on an audience
iii. selects few relevant details and examples to develop ideas.
The student:
i. produces texts that demonstrate adequate personal engagement
with the creative process; demonstrates some degree of
thought, imagination and sensitivity and some exploration and
3–4 consideration of new perspectives and ideas
ii. makes some stylistic choices in terms of linguistic, literary and
visual devices, demonstrating adequate awareness of impact
on an audience
iii. selects some relevant details and examples to develop ideas.
The student:
i. produces texts that demonstrate considerable personal
engagement with the creative process; demonstrates
considerable thought, imagination and sensitivity and
substantial exploration and consideration of new perspectives
5–6 and ideas
ii. makes thoughtful stylistic choices in terms of linguistic,
literary and visual devices, demonstrating good awareness of
impact on an audience
iii. selects sufficient relevant details and examples to develop
ideas.

The student:
i. produces texts that demonstrate a high degree of personal
engagement with the creative process; demonstrates a high
7–8
degree of thought, imagination and sensitivity and perceptive
exploration and consideration of new perspectives and ideas
 ii. makes perceptive stylistic choices in terms of linguistic,
literary and visual devices, demonstrating clear awareness of
impact on an audience
iii. selects extensive relevant details and examples to develop
ideas with precision.

Criterion D: Using language

Maximum: 8
At the end of year 5, students should be able to:
i. use appropriate and varied vocabulary, sentence structures and forms
of expression
ii. write and speak in an appropriate register and style iii. use
correct grammar, syntax and punctuation
iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy
v. use appropriate non-verbal communication techniques.

Achievement Level descriptor

level
0 The student does not reach a standard described by
any of the descriptors below.
The student:
i. uses a limited range of appropriate vocabulary and
forms of expression ii. writes and speaks in an
inappropriate register and style that do not serve the
context and intention
iii. uses grammar, syntax and punctuation with limited
1–2
accuracy; errors often hinder communication
iv. spells/writes and pronounces with limited accuracy;
errors often hinder communication
v. makes limited and/or inappropriate use of non-verbal
communication techniques.

The student:
i. uses an adequate range of appropriate vocabulary,
3–4 sentence structures and forms of expression
ii. sometimes writes and speaks in a register and style that
serve the context and intention
 iii. uses grammar, syntax and punctuation with some degree
of accuracy; errors sometimes hinder communication
iv. spells/writes and pronounces with some degree of
accuracy; errors sometimes hinder communication
v. makes some use of appropriate non-verbal
communication techniques.
The student:
i. uses a varied range of appropriate vocabulary, sentence
structures and forms of expression competently
ii. writes and speaks competently in a register and style that
serve the context and intention
iii. uses grammar, syntax and punctuation with a
5–6 considerable degree of accuracy; errors do not hinder
effective communication
iv. spells/writes and pronounces with a considerable degree
of accuracy; errors do not hinder effective
communication
v. makes sufficient use of appropriate non-verbal
communication techniques.

The student:
i. effectively uses a varied range of appropriate vocabulary,
sentence structures and forms of expression
ii. writes and speaks in a consistently appropriate register
and style that serve the context and intention
iii. uses grammar, syntax and punctuation with a high degree
7–8 of accuracy; errors are minor and communication is
effective
iv. spells/writes and pronounces with a high degree of
accuracy; errors are minor and communication is
effective
v. makes effective use of appropriate non-verbal
communication techniques.