Teacher Information

Link for the handbook for On Demand Testing


Test your student's reading -

Get the students in to small groups of 3 or pairs. Get the students to read for 1 minute aloud each. The pair or other two children record the number of mistakes made and the number of words read.
Record their score and then the next child should read. Students are asked to read quickly but carefully as both the number of mistakes and number of words will be recorded.

If there is a child who is uncomfortable reading infront of others invite then to read one on one to the teacher.

Taken from Planned Illiteracy in Australia?

By Chris Nugent 2013 (revised edition)

Handwriting Test

Assessment Tests - Hand Writing 7.docx

This test is to give teachers an indication of a students ability to write language when thinking of spelling, using their imagination, copying existing text or aurally processing language before writing.

Spelling Test

Spelling Placement Test.docx

Student Individual Progress Record Marking Sheets.docx Student Individual Progress Record Marking Sheets.docx

The link below has certificates for the completion of each level.
Spelling Certificates.docx

Could we have an inter house spelling competition?



Australian Curriculum Outline for Year 7

English – Progressing towards Level 7

English – Level 6 Achievement Standard Progression Point 6.5 At 6.5, a student progressing towards the standard at Level 7 may, for example: English – Level 7 Achievement Standard
Reading and viewing - By the end of Level 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. Reading and viewing - identify and explain how the text structures and language features become more complex in informative and persuasive texts (ACELA1531 Purpose, audience and structures of different types of texts), evaluate texts, using references, either to the text or other sources (ACELA1782 Evaluative language), recognise and analyse the ways that characterisation, events and settings are combined in narratives (ACELT1622 Features of literary texts), interpret and discuss how language is compressed to produce a dramatic effect in film or drama or to create layers of meaning in poetry (ACELT1621 Language devices in literary texts including figurative language), use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722 Reading processes) Reading and viewing - By the end of Level 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. They explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints.
Writing - Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices. Writing- use a selection of devices to create text structure for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763 Text cohesion)expand noun groups, including through the use of embedded subordinate clauses(ACELA1534 Sentences and clause level grammar), use a selection of modal verbs, adverbs, adjectives and nouns to achieve a sense of certainty, probability and obligation (ACELA1536 Word level grammar), create literary texts that adapt stylistic features encountered in a range of other texts studied, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625 Creating literary texts), plan, draft and publish a range of imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas ( ACELY1725 Creating texts), use of a range of strategies to edit for meaning, for example removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726 Editing) Writing -Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features, text structures, and images from other texts can be combined for effect. They create structured and coherent texts for a range of purposes and audiences. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, use accurate spelling and punctuation.
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