Student achievement in NAPLAN is reported using proficiency standards for each assessment area at each year level. The standards are set at a challenging but reasonable expectation of what students know and can do at the time of testing. There are 4 proficiency levels:
The proficiency level descriptions below describe some of the skills and understandings students can generally demonstrate at the time of testing. The aim of the descriptions is not to describe each individual student, but to provide a fair summary of typical skills and understandings for a student at the level.
It is important to note that individual students may demonstrate different skills or understandings depending on which parts of the tests they performed more strongly in. Students whose results fall near the top of a proficiency level will be able to demonstrate more of the skills, or more complex understanding. Students whose results fall near the lower end of a level will be able to demonstrate fewer of the skills, or less complex understanding.
Short summaries of these descriptions for the relevant year level are included in NAPLAN individual student reports (ISRs) provided to parents and carers.
To see example ISRs, a parent/carer information brochure featuring frequently asked questions, and more information on NAPLAN reporting, visit Results and reports.
Reading Year 3
Reading Year 3: Needs additional support
The student reads short imaginative and informative texts that include familiar sequencing of events, content and ideas closely linked to and reflecting their everyday experiences. Texts use language features such as basic sentences with natural structures similar to those of spoken language, and familiar and high-frequency vocabulary. Texts use one-syllable words that can be decoded using early phonic knowledge, and common sentence boundary punctuation. These texts have limited, clear and unambiguous pronoun referencing, and typically include pictures that support comprehension of the text. Example texts will be provided soon.
The student can:
- locate some directly stated information
- connect information from printed text and images
- sequence events from a very simple imaginative text
- identify the main idea of a text
- decode consonant–vowel–consonant words
- identify the purpose of some punctuation.
Reading Year 3: Developing
The student reads simple imaginative, informative and persuasive texts about recognisable topics, ideas and contexts, and texts that may present a limited amount of new content. These texts use a small range of language features, basic sentence structures and high-frequency words. Texts use one- and two-syllable words with common letter patterns that can be decoded using basic phonic and morphemic knowledge. These texts may contain some unfamiliar vocabulary. Text structures are authentic and may include basic illustrations, tables and diagrams that support and add content to the text. Example texts will be provided soon.
The student can:
- locate directly stated information
- connect ideas across sentences to make simple inferences
- sequence events or ideas from a text
- identify the main idea of a text
- identify the purpose of a text
- identify some conventions of a text
- interpret a pronoun reference
- connect an image with ideas in the text
- interpret the meaning of a word from context
- understand the purpose of basic punctuation.
Reading top
Reading Year 3: Strong
The student reads imaginative, informative and persuasive texts that use relatable experiences or topics to introduce unfamiliar events and some new content and ideas. Texts may contain some complex language features such as varied sentence structures, topic-specific vocabulary and figurative language. Texts may contain multisyllabic words that can be decoded using phonic and morphemic knowledge. Texts are typically structured chronologically and sequentially, and may include illustrations and diagrams that extend the text. Example texts will be provided soon.
The student can:
- interpret directly stated information
- connect information across sentences and paragraphs
- identify the main idea of a text
- identify the main idea of a paragraph
- identify the intended audience and purpose of a text
- interpret a character’s actions and point of view
- interpret the use of cohesive devices
- interpret the use of visual features
- interpret the meaning of unfamiliar words from context
- identify how authors use language to persuade readers
- identify the purpose of some punctuation and typographical features.
Reading Year 3: Exceeding
The student reads imaginative, informative and persuasive texts that describe complex sequences of events, or that include content of increasing technicality about topics most students have encountered. Texts use a range of language features including varied sentence structures, some unfamiliar and technical vocabulary, literal and figurative language, and a variety of punctuation conventions. Texts use multisyllabic words with more complex letter patterns that can be decoded using phonic, morphemic, grammatical and contextual knowledge. Text structures often add complexity through the use of less conventional elements such as technical headings and subheadings to organise ideas, and through illustrations, graphs and tables that supplement or extend the text. Example texts will be provided soon.
The student can:
- make inferences by connecting ideas from different parts of a text
- connect information across a text to identify themes or an author’s perspective
- use information from a text to evaluate the accuracy of statements made about the text
- identify the main idea of the text, as well as the main idea of different parts of a text (such as a paragraph or diagram)
- identify the intended audience and purpose of a text
- use knowledge of text structures to navigate the text to retrieve information
- interpret how a character is portrayed in an imaginative text
- understand how authors use language to influence the reader
- interpret the meaning of simple figurative language.
Reading top
Reading Year 5
Reading Year 5: Needs additional support
The student reads short texts on familiar content, topics and themes, written with limited elaboration of detail. These texts use a significant number of high-frequency words and some less familiar words that are supported through context. The texts use words with common letter patterns that can be decoded using phonic and morphemic knowledge, and sentence structures similar to spoken language. Texts are structured to support the reader to interpret the written text by containing a clear main purpose that focuses on concrete ideas, as well as illustrations. Example texts will be provided soon.
The student can:
- locate and interpret directly stated information
- connect ideas across sentences and make simple inferences
- sequence events from a predictable imaginative text
- identify the main idea of a text
- identify the purpose of a text
- identify the purpose of common text structures (for example, titles, tables, diagrams and typographical features)
- identify simple cause and effect
- identify the setting and main characters in an imaginative text
- interpret a pronoun reference
- connect an image with ideas in the text
- interpret the meaning of a word from context
- identify the purpose of some punctuation.
Reading Year 5: Developing
The student reads short texts about simple ideas, settings and events that are likely to be within the experience of most readers but may include some less predictable elements. Language features include varied sentence structures, some unfamiliar and topic-specific vocabulary, a variety of punctuation and simple literary devices. Text structures contain organisational features (such as cause/effect and problem/solution) and visual features that support and occasionally extend meaning. Example texts will be provided soon.
The student can:
- locate and interpret directly stated information
- connect information across sentences to make inferences
- sequence events or ideas from a text
- identify the main idea of a text
- identify the main idea of a paragraph or diagram
- identify the purpose of a text
- describe the purpose of common text structures
- identify the main features of an imaginative text, including setting and main characters
- identify the relationship between text and illustrations
- interpret the meaning of a word or phrase from context
- identify the purpose of a range of punctuation.
Reading top
Reading Year 5: Strong
The student reads texts on familiar topics containing more abstract ideas or significant new details, or requiring the differentiation of facts, opinion and explanation. Language features include some unfamiliar and technical topic-specific vocabulary, persuasive devices and figurative language. Text structures can be varied and contain less predictable generic elements. Texts may present a main idea that needs to be inferred or contain some subtle connections between events or ideas. Example texts will be provided soon.
The student can:
- connect information across a text to identify themes or the author’s perspective
- sequence the order of ideas from an informative text
- compare information across paragraphs or sections of a text to summarise, draw conclusions and evaluate evidence
- distinguish between facts and opinions presented in texts
- use information from a text to evaluate the accuracy of statements made about the text
- identify the main idea of a text
- identify the purpose and intended audience of a text
- use knowledge of text structures to navigate a text
- identify features of an imaginative text that build characterisation
- understand how authors use language to influence the reader
- interpret the meaning of unfamiliar vocabulary, technical language and simple figurative language.
Reading Year 5: Exceeding
The student reads texts that include detailed content, description or elaboration. Texts may present a variety of perspectives on familiar yet specialised topics or reference less familiar settings and topics. Language features include technical vocabulary, figurative language and literary devices, as well as persuasive and rhetorical devices. Texts typically contain structural and organisational features that have been configured to create implicit or subtle connections between ideas, including various types of images and graphics, or the use of quotes and references. Example texts will be provided soon.
The student can:
- connect and compare information to evaluate the substantiation, validity and accuracy of perspectives and evidence
- identify the purpose and intended audience of a text
- apply an understanding of different types of texts to interpret the themes, main idea and supporting details of a text
- understand how different elements of a text work together to contribute to its meaning
- interpret how a character is portrayed in an imaginative text, and infer a character’s motivations
- understand how authors intentionally use persuasive devices to preference a particular opinion or perspective
- interpret less familiar vocabulary and language features, including recognising the effect of some literary devices.
Reading top
Reading Year 7
Reading Year 7: Needs additional support
The student reads texts that have explicit purposes and simple, predictable structures adhering closely to conventional generic forms. Texts are typically organised with linear unfolding of ideas or plots and little elaboration of detail. Texts are focused on simple, explicit logical constructs. Text structures help the reader to navigate and understand content and may include visual features to support meaning. Texts are mainly written using explicit, literal, straightforward, easy to understand language with basic punctuation. Example texts will be provided soon.
The student can:
- locate clearly stated information in imaginative and informative texts, and make some connection between indirectly stated ideas
- identify the main idea of a text
- identify key information in imaginative and informative texts, including those with tables and diagrams
- identify the characteristic features of a text that meet the purpose of the text
- interpret how a character is portrayed in an imaginative text
- identify the purpose of a visual feature
- interpret some unfamiliar words from their context.
Reading Year 7: Developing
The student interprets texts that present information in a clear chronological or sequential order so that ideas and events can be followed easily. Texts may use some unfamiliar or technical vocabulary, descriptive language, simple examples of figurative language, a range of punctuation conventions, and illustrations and diagrams that support the printed text. Example texts will be provided soon.
The student can:
- locate clearly stated information in imaginative and informative texts, to connect and sequence events and ideas, make inferences and draw some conclusions
- identify opinions and the author’s perspective in a persuasive text
- identify the main idea of a text
- identify key information in texts, including those with tables and diagrams
- identify the purpose and audience of texts
- identify how texts are structured and presented
- interpret imaginative texts that include some unfamiliar happenings within a framework of familiar experiences, and infer the intentions of a character or narrator
- determine how visual features of a text extend meaning
- interpret topic-specific vocabulary and literary devices.
Reading top
Reading Year 7: Strong
The student interprets texts that may have some less predictable structural elements. Texts may include elaboration and details around simple and more complicated ideas and events that are familiar to most readers. Texts may employ an increasingly objective style with greater use of passive voice and increased lexical density. Texts may include visual features that supplement written text to extend meaning. Example texts will be provided soon.
The student can:
- make inferences by connecting ideas across different parts of texts
- sequence ideas and events from complex texts
- identify how ideas are presented and developed, such as the use of cause and effect, extended metaphors and chronology
- identify how texts have similar and different text structures to reflect purpose
- identify the main differences between characters in imaginative texts, and how ideas are developed through characterisation
- interpret the meaning of topic-specific or unfamiliar vocabulary from context
- interpret the meaning of figurative language, and explain how literary devices and visual features of a text engage and influence audiences.
Reading Year 7: Exceeding
The student evaluates ideas and processes information in texts that may have longer passages of uninterrupted text, recognisable topics with more complex concepts and substantial unfamiliar detail. Texts may have more than one perspective and some abstraction of ideas. Texts may use sentences with less common constructs, some complex figurative and idiomatic language, and visual features including intricate graphics, tables and charts that may convey information not otherwise contained in the text. Example texts will be provided soon.
The student can:
- make inferences to compare ideas and opinions in and between texts
- evaluate the substantiation, validity and accuracy of perspectives and evidence, including in texts that present technical information about specialised topics
- understand how text structures and language features vary according to the purpose and audience of the text
- apply knowledge and understanding of different types of texts to process ideas and draw conclusions
- interpret imaginative texts that include complex plot sequences and characters, and understand how character traits and behaviours are used to develop stereotypes
- interpret the purpose and meaning of vocabulary from context, and analyse the effect of vocabulary choices
- process how more stylised language in texts, including literary devices and visual features, is used to shape meaning.
Reading top
Reading Year 9
Reading Year 9: Needs additional support
The student reads mostly simple texts that present information in a clear chronological or sequential order so that ideas and events can be followed easily. Texts contain familiar and some new content, and may include visual features to support meaning. Texts are written with mostly explicit and easy to understand language. Texts contain high-frequency words that can be decoded using phonic and morphemic knowledge, as well as some unfamiliar vocabulary. Example texts will be provided soon.
The student can:
- locate and interpret clearly stated information
- connect ideas across a familiar type of text to interpret information
- identify the author’s perspective in a persuasive text
- identify the main idea of a text
- identify the main purpose of a text
- interpret the use of text structures and identify how these meet the purpose of the text
- make some inferences about characters in imaginative texts
- identify how some text structures and language features work together to engage and influence audiences
- interpret some unfamiliar words and topic-specific vocabulary from context.
Reading Year 9: Developing
The student interprets texts containing simple and more complicated ideas and events on topics with which most readers are familiar. Texts may include some implicit or subtle connections between events or ideas, and may include visual features that extend meaning. Texts are typically written with explicit and easy to understand language, but may include less familiar vocabulary, including learning area or topic-specific words and descriptive language, and complex sentences that contain detailed information. Example texts will be provided soon.
The student can:
- make some inferences by identifying and connecting ideas across different parts of texts to process information and form conclusions
- interpret the author’s perspective in persuasive texts
- identify main and supporting ideas in informative texts
- identify the purpose of general text structures
- apply knowledge of different types of texts, and features used to enhance meaning, to infer a text’s themes and purpose
- identify the main differences between characters in imaginative texts, and infer character motivations
- interpret descriptive and some figurative language, as well as unfamiliar vocabulary that can be understood by applying contextual understandings.
Reading top
Reading Year 9: Strong
The student evaluates ideas and process information in complex texts, including texts with less predictable structural elements and texts with ideas, events and detail that may be unfamiliar. Texts may contain several layers of meaning. Texts may be written using many complex sentences containing multiple concepts. Texts may include visual features that need to be referenced when reading. Texts may include stylised language, such as figurative and rhetorical language, and unfamiliar and technical vocabulary. Example texts will be provided soon.
The student can:
- analyse and evaluate key evidence in texts, and identify bias and competing perspectives
- identify how authors organise and represent ideas to develop and shape meaning
- identify text structures and language features to infer an author’s intended purpose and audience
- interpret complex characters in imaginative text, and infer character intentions
- interpret the meaning and purpose of vocabulary from context, and analyse the effect of vocabulary choices
- explain the effects of language features including intertextual references, literary devices, tone and visual features.
Reading Year 9: Exceeding
The student critically evaluates and processes implicit ideas in highly complex texts. Texts may have unconventional or irregular generic forms and complex logical constructs with implicit or subtle connections between events and ideas. Texts may be organised in a non-linear way and contain multiple reader pathways. Texts may contain a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and/or dense information supported by various types of images and graphics. Example texts will be provided soon.
The student can:
- analyse an author’s purpose and stance
- analyse representations of people, places, events and concepts across texts
- analyse the purpose and effects of text structures, and how these can shape meaning
- identify and interpret subtle character traits in imaginative texts
- evaluate tone across a text
- analyse vocabulary choices and language features, including literary devices, intertextual references and multimodal features
- apply knowledge and understanding of how language features are used to represent values, beliefs and attitudes implicitly or explicitly.
Reading top
Writing Year 3
Writing Year 3: Needs additional support
In a timed assessment with a given prompt, the student can typically write a text with:
- a simple, familiar idea on a topic
- minimal text structure
- minimal narrative or persuasive text features
- simple, everyday language
- a correct simple cohesive link within a sentence, e.g. noun–pronoun reference
- some correct sentence formation
- minimal correct punctuation
correct spelling of some simple words.
Writing Year 3: Developing
In a timed assessment with a given prompt, the student can typically write a text with:
- simple familiar ideas on a topic
- some parts of a recognisable text structure
- simple narrative or persuasive text features associated with the text type
- simple, everyday language
- some correct simple cohesive links within or across sentences
- some correct sentence formation
- some correct punctuation, such as a capital letter or a full stop
- correct spelling of most simple and some common words.
Writing top
Writing Year 3: Strong
In a timed assessment with a given prompt, the student can typically write a text with:
- some related ideas on a topic
- some parts of a suitable text structure
- some narrative or persuasive text features
- mostly everyday language
- some correct cohesive links across sentences
- some grammatically correct sentences
- some correct punctuation, such as capital letters, full stops and other simple markers
- correct spelling of most simple words and most common words.
Writing Year 3: Exceeding
In a timed assessment with a given prompt, the student can typically write a text with:
- relevant ideas and details on a familiar topic
- suitable text structure
- narrative or persuasive text features
- some precise, topic-specific or effective language
- some correct cohesive links across sentences
- many grammatically correct sentences
- mostly correct sentence punctuation and some other markers
- correct spelling of most common words and some difficult words.
Writing top
Writing Year 5
Writing Year 5: Needs additional support
In a timed assessment with a given prompt, the student can typically write a text with:
- simple, familiar ideas on the topic
- aspects of a recognisable text structure
- simple features of a narrative or persuasive text
- simple, everyday language
- some correct simple cohesive links within or across sentences
- some correct sentence formation
- some correct punctuation, such as a capital letter or full stop
- correct spelling of most simple and some common words.
Writing Year 5: Developing
In a timed assessment with a given prompt, the student can typically write a text with:
- some related ideas on the topic
- some parts of a recognisable text structure
- some features of a narrative or persuasive text
- mostly everyday language
- some correct cohesive links across sentences
- some grammatically correct sentences
- some correct punctuation, such as capital letters, full stops, and other simple markers, such as commas
- correct spelling of most simple and common words.
Writing top
Writing Year 5: Strong
In a timed assessment with a given prompt, the student can typically write a text with:
- relevant ideas and details on the topic
- suitable text structure
- narrative or persuasive text features
- some precise, topic-specific or effective language
- some correct cohesive links across sentences
- many grammatically correct sentences
- mostly correct punctuation of sentences and some other correct markers, such as commas, apostrophes and speech marks
- correct spelling of most common words and some difficult words.
Writing Year 5: Exceeding
In a timed assessment with a given prompt, the student can typically write an engaging text with:
- relevant ideas and details
- a suitable structure and organisation of ideas into paragraphs
- some effective use of narrative or persuasive text features
- precise, topic-specific or effective language
- correct cohesive links across sentences
- a variety of grammatically correct sentences
- mostly correct punctuation that guides reading and conveys meaning
- correct spelling of most common words and many difficult words.
Writing top
Writing Year 7
Writing Year 7: Needs additional support
In a timed assessment with a given prompt, the student can typically write a text with:
- some familiar ideas and details on a topic
- aspects of a suitable text structure
- some narrative or persuasive text features
- mostly everyday language that may include some precise words
- some correct cohesive links across sentences
- some grammatically correct sentences
- some correct punctuation, such as capital letters, full stops and some other markers, such as commas
- correct spelling of most simple and some common words.
Writing Year 7: Developing
In a timed assessment with a given prompt, the student can typically write a text with:
- some related ideas with some supporting detail
- parts of a suitable text structure and some organisation of ideas
- narrative or persuasive text features
- mostly everyday language that may include some precise or topic-specific words
- mostly correct cohesive links across sentences
- many grammatically correct sentences
- mostly correct sentence punctuation and some other correct markers, such as commas, apostrophes and speech marks
- correct spelling of most common words and some difficult words.
Writing top
Writing Year 7: Strong
In a timed assessment with a given prompt, the student can typically write a text with:
- relevant ideas and elaborated details that may begin to engage the reader
- suitable structure and organisation of ideas into paragraphs
- some effective narrative or persuasive text features
- some precise, topic-specific or effective language
- effective cohesive devices to support meaning
- a variety of grammatically correct sentences
- mostly correct punctuation that guides reading
- correct spelling of a range of common words and some difficult words.
Writing Year 7: Exceeding
In a timed assessment with a given prompt, the student can typically write an engaging text with:
- substantial ideas that are selected and elaborated to affect the reader
- text structure and organisation that contribute to overall effect
- effective narrative or persuasive text features
- precise and effective language that enhances meaning
- effective cohesive devices that enhance meaning
- a variety of grammatically correct sentences that enhance meaning
- mostly correct punctuation that enables smooth and efficient reading and conveys meaning
- correct spelling of a wide range of words, including many difficult words.
Writing top
Writing Year 9
Writing Year 9: Needs additional support
In a timed assessment with a given prompt, the student can typically write a text with:
- some related ideas with some supporting detail
- aspects of a suitable text structure
- some narrative or persuasive text features
- mostly everyday language that may include some precise or topic-specific words
- some correct cohesive links across sentences
- some grammatically correct sentences
- some correct sentence punctuation and some other markers, such as commas, apostrophes and speech marks
- correct spelling of most common words.
Writing Year 9: Developing
In a timed assessment with a given prompt, the student can typically write a text with:
- relevant ideas and elaborated details that may begin to engage the reader
- suitable structure and organisation of sequenced ideas
- some narrative or persuasive text features
- some precise, topic-specific or effective language
- correct cohesive links across sentences
- many grammatically correct sentences
- mostly correct sentence punctuation and some other correct punctuation markers, such as such as commas, apostrophes and speech marks
- correct spelling of a range of common words and some difficult words.
Writing top
Writing Year 9: Strong
In a timed assessment with a given prompt, the student can typically write an engaging text with:
- substantial ideas that are selected and elaborated to affect the reader
- suitable structure and clear organisation of ideas within and across paragraphs
- some effective narrative or persuasive text features
- precise, topic-specific and effective language that enhances meaning
- effective cohesive devices to support meaning
- many and varied grammatically correct sentences
- mostly correct punctuation that guides reading and conveys meaning
- correct spelling of a wide range of words, including many difficult words.
Writing Year 9: Exceeding
In a timed assessment with a given prompt, the student can typically write an engaging text with:
- substantial ideas that are selected and crafted to influence and affect the reader
- skilfully crafted text structure organised for effect
- effective narrative or persuasive text features
- skilfully crafted language for precision and stylistic effect
- a range of effective cohesive devices that enhance meaning
- skilfully crafted and varied sentences that enhance meaning and achieve effects
- accurate use of applicable punctuation for clarity, pace and effect
- correct spelling across the text, including many difficult words.
Writing top
Spelling Year 3
Spelling Year 3: Needs additional support
The student correctly spells, and identifies errors in, a few words with simple spelling patterns.
These words:
- are very frequently used
- are one syllable in length
- can be phonically decoded.
The words may contain:
- single consonants
- single short vowels
- very common long vowel sounds.
Examples include:
Spelling Year 3: Developing
The student correctly spells, and identifies errors in, some words with simple spelling patterns.
These words:
- are frequently used
- are one syllable in length
- can be phonically decoded.
The words may contain:
- double consonants
- some common consonant blends
- some common vowel patterns
- familiar words that end with a silent ‘e’.
Examples include:
Spelling top
Spelling Year 3: Strong
The student correctly spells, and identifies errors in, many words with regular spelling patterns.
These words:
- are generally within familiar vocabulary for the year level
- are one or two syllables in length
- can be phonically decoded.
The words may contain:
- double consonants
- most common two- and three-consonant blends
- most common long vowel sounds
- regular suffixes, including plurals.
Examples include:
- bigger
- sixty
- soaps
- stuffed
Spelling Year 3: Exceeding
The student correctly spells, and identifies errors in, most words with regular spelling patterns and some words with less common spelling patterns.
These words:
- may include some unfamiliar vocabulary for the year level
- may be over two syllables in length
- may contain spelling patterns that are phonically irregular
- may be composed of two shorter words.
The words may contain:
- silent consonants
- less common vowel combinations
- less common consonant combinations
- regular suffixes, including plurals
- some unstressed syllables.
Examples include:
- doubt
- valuable
- chemist
- percussion
Spelling top
Spelling Year 5
Spelling Year 5: Needs additional support
The student correctly spells, and identifies errors in, a few words with simple spelling patterns.
These words:
- are frequently used
- are one syllable in length
- can be phonically decoded, or have phonic patterns that are recognised by sight.
The words may contain:
- single consonants
- single short vowels
- very common long vowel sounds.
Examples include:
Spelling Year 5: Developing
The student correctly spells, and identifies errors in, some words with simple spelling patterns.
These words:
- are frequently used
- are one or two syllables in length
- can be phonically decoded, or have less common phonic patterns that are recognised by sight.
The words may contain:
- double consonants
- most common consonant blends
- common long vowel sounds
- common suffixes.
Examples include:
- butter
- making
- freeze
- heart
Spelling top
Spelling Year 5: Strong
The student correctly spells, and identifies errors in, many words with regular spelling patterns.
These words:
- are generally within familiar vocabulary for the year level
- may be over two syllables in length
- can be phonically decoded, or have uncommon phonic patterns that are recognised by sight.
The words may contain:
- silent consonants
- less common vowel patterns
- unstressed syllables
- common suffixes.
Examples include:
- lamb
- anyway
- wallet
- international
Spelling Year 5: Exceeding
The student correctly spells, and identifies errors in, many words with difficult spelling patterns and most words with regular spelling patterns.
These words:
- may include some unfamiliar vocabulary for the year level
- may be over two syllables in length
- may be derived from base words, using prefixes and suffixes
- may contain spelling patterns that are phonically irregular.
The words may contain:
- letter patterns that are pronounced in different ways
- less common vowel patterns
- unstressed syllables
- words that are commonly misspelled.
Examples include:
- business
- machinery
- receive
- necessity
Spelling top
Spelling Year 7
Note: at Years 7 and 9 these descriptions do not reference specific word forms. The expectation is that students will refine their spelling using techniques taught in previous years, and learn to spell new words correctly as their vocabulary expands.
Spelling Year 7: Needs additional support
The student correctly spells, and identifies errors in, some words with regular spelling patterns.
These words:
- are frequently used
- are generally one or two syllables in length
- can be phonically decoded, or have phonic patterns which are recognised by sight
- may be composed of two shorter words.
Examples include:
- pull
- breath
- wisely
- brainstorm
Spelling Year 7: Developing
The student correctly spells, and identifies errors in, words with regular spelling patterns.
These words:
- are generally within familiar vocabulary for the year level
- may be over two syllables in length
- can be phonically decoded, or have less common phonic patterns which are recognised by sight
- may be derived from base words, using prefixes and suffixes.
Examples include:
- unhelpful
- sugar
- volume
- peaceful
Spelling top
Spelling Year 7: Strong
The student correctly spells, and identifies errors in, words with regular spelling patterns and some words with difficult spelling patterns.
These words:
- may include some unfamiliar vocabulary for the year level
- may be over two syllables in length
- may contain spelling patterns that are phonically irregular
- may be commonly misspelled.
Examples include:
- disciples
- government
- daughter
- symphony
Spelling Year 7: Exceeding
The student correctly spells, and identifies errors in, words with difficult spelling patterns.
These words:
- may include unfamiliar, technical or specialised vocabulary
- may have difficult spelling patterns
- may have non-English origins
- may be frequently misspelled.
Examples include:
- depot
- synchronised
- nostalgia
- intrigue
Spelling top
Spelling Year 9
Note: at Years 7 and 9 these descriptions do not reference specific word forms. The expectation is that students will refine their spelling using techniques taught in previous years, and learn to spell new words correctly as their vocabulary expands.
Spelling Year 9: Needs additional support
The student correctly spells, and identifies errors in, some words with regular spelling patterns and a few words with less common spelling patterns.
These words:
- are frequently used
- may be over two syllables in length
- can be phonically decoded, or have phonic patterns that are recognised by sight
- may be derived from base words, using prefixes and suffixes.
Examples include:
- pleasing
- amazing
- total
- could
Spelling Year 9: Developing
The student correctly spells, and identifies errors in, words with regular spelling patterns and some words with difficult spelling patterns.
These words:
- are generally within familiar vocabulary for the year level
- may be over two syllables in length
- may contain spelling patterns that are phonically irregular
- may be derived from base words, using prefixes and suffixes.
Examples include:
- frequently
- package
- dividing
- mystery
Spelling top
Spelling Year 9: Strong
The student correctly spells, and identifies errors in, words with difficult spelling patterns.
These words:
- may include some unfamiliar vocabulary for the year level
- may have difficult spelling patterns
- may have non-English origins
- may be commonly misspelled.
Examples include:
- triennial
- gourmet
- rhinoceros
- scenario
Spelling Year 9: Exceeding
The student correctly spells, and identifies errors in, words with very difficult spelling patterns.
These words:
- may include unfamiliar, technical or specialised vocabulary
- may have very difficult spelling patterns
- may have non-English origins
- may be frequently misspelled.
Examples include:
- repertoire
- subtlety
- spontaneous
- adjourn
Spelling top
Grammar and punctuation Year 3
Grammar and punctuation Year 3: Needs additional support
The student uses knowledge of a small range of grammar and punctuation conventions in short sentences. They may identify or correctly use:
- frequently used personal pronouns
- the word ‘and’ as a conjunction
- simple sentences
- full stops.
Grammar and punctuation Year 3: Developing
The student uses knowledge of some grammar and punctuation conventions in short sentences. They sometimes identify or correctly use:
- simple sentences
- familiar nouns, verbs and adjectives in sentences
- frequently used personal pronouns
- frequently used conjunctions
- sentence purposes
- full stops
- question marks.
Grammar and punctuation top
Grammar and punctuation Year 3: Strong
The student uses knowledge of grammar and punctuation conventions in a small range of sentence structures. They often identify or correctly use:
- simple and some compound sentences
- nouns, verbs, adjectives, adverbs and pronouns in a sentence
- conjunctions that complete compound sentences
- the subject of a simple sentence
- agreement between verbs and simple subjects
- the articles ‘a’, ‘an’ and ‘the’
- capital letters for sentence beginnings and some proper nouns
- full stops, question marks and exclamation marks
- commas to separate single words in a list.
Grammar and punctuation Year 3: Exceeding
The student uses knowledge of grammar and punctuation conventions in a variety of sentence structures. They consistently identify or correctly use:
- nouns, verbs, adjectives, pronouns and adverbs in a sentence
- conjunctions that complete compound sentences
- simple, compound and some complex sentences
- agreement between verbs and simple subjects
- the reference for a pronoun in a sentence
- the articles ‘a’, ‘an’ and ‘the’
- capital letters for sentence beginnings and proper nouns
- appropriate punctuation at a sentence boundary
- quotation marks for direct speech
- commas to separate words in a list
- apostrophes for contraction.
Grammar and punctuation top
Grammar and punctuation Year 5
Grammar and punctuation Year 5: Needs additional support
The student uses knowledge of some grammar and punctuation conventions in short sentences. They may identify or correctly use:
- simple sentences
- familiar nouns, verbs and adjectives in sentences
- frequently used personal pronouns
- conjunctions to complete compound sentences
- sentence purposes
- full stops
- question marks.
Grammar and punctuation Year 5: Developing
The student uses knowledge of grammar and punctuation conventions in a small range of sentence structures. They sometimes identify or correctly use:
- simple and some compound sentences
- some nouns, verbs, pronouns and adjectives in sentences
- agreement between verbs and simple subjects
- conjunctions that complete a compound sentence
- the articles ‘a’, ‘an’ and ‘the’
- quotation marks for direct speech
- full stops, question marks and exclamation marks
- capital letters, including for some proper nouns
- commas to separate single words in a list.
Grammar and punctuation top
Grammar and punctuation Year 5: Strong
The student uses knowledge of grammar and punctuation conventions in a variety of sentence structures. They often identify or correctly use:
- simple, compound and some complex sentences
- nouns, verbs, pronouns, adjectives and adverbs in sentences
- some noun and verb groups/phrases
- the reference for a pronoun in a sentence
- a single independent clause in a sentence
- quotation marks for direct speech
- reported or indirect speech
- commas to separate words in a list
- apostrophes for contraction.
Grammar and punctuation Year 5: Exceeding
The student uses knowledge of grammar and punctuation conventions in increasingly sophisticated sentences. They consistently identify or correctly use:
- simple, compound and complex sentences
- nouns, verbs, pronouns, adjectives and adverbs in sentences
- noun, verb, adjective and adverb groups/phrases
- agreement of verbs with collective nouns, indefinite pronouns and compound subjects
- modal words to express degrees of certainty or obligation
- the reference for a pronoun in a sentence
- main and subordinate clauses in a sentence
- apostrophes for contraction and possession
- quotation marks for direct speech
- reported or indirect speech
- commas to separate words in a list and clauses in sentences.
Grammar and punctuation top
Grammar and punctuation Year 7
Grammar and punctuation Year 7: Needs additional support
The student uses knowledge of grammar and punctuation conventions in a small range of sentence structures. They may identify or correctly use:
- simple and compound sentences
- nouns, verbs, adjectives and adverbs in sentences
- frequently used personal pronouns
- conjunctions to complete compound sentences
- sentence purposes
- agreement of verbs with simple subjects
- full stops, question marks and exclamation marks
- capital letters for sentence beginnings and some proper nouns.
Grammar and punctuation Year 7: Developing
The student uses knowledge of grammar and punctuation conventions in a variety of sentence structures. They sometimes identify or correctly use:
- simple, compound and some complex sentences
- nouns, verbs, pronouns, adjectives and adverbs in sentences
- some noun, verb and adjective groups/phrases
- conjunctions to complete compound sentences
- the main clause in a sentence
- all types of sentence boundary punctuation
- quotation marks for direct speech
- commas to separate words in a list
- apostrophes for contraction and possession.
Grammar and punctuation top
Grammar and punctuation Year 7: Strong
The student uses knowledge of grammar and punctuation conventions in increasingly sophisticated sentences. They often identify or correctly use:
- simple, compound and complex sentences
- noun, verb, adjective and adverb groups/phrases
- main and some subordinate clauses in a sentence
- modal words to express degrees of certainty or obligation
- synonyms and antonyms
- commas to separate words in a list and clauses in sentences
- quotation marks for titles and direct speech
- reported or indirect speech
- apostrophes for contraction and possession.
Grammar and punctuation Year 7: Exceeding
The student uses knowledge of grammar and punctuation conventions in sophisticated sentences. They consistently identify or correctly use:
- noun, verb, adjective and adverb groups/phrases
- abstract nouns
- agreement of verbs with collective nouns, indefinite pronouns and compound subjects
- main and subordinate clauses in sentences
- synonyms and antonyms
- modal words to express degrees of certainty or obligation
- commas to separate clauses in sentences
- punctuation including colons, semicolons, dashes and brackets.
They identify how sentences can be refined for clarity and impact by omitting redundant words or using nominalisations of verbs.
Grammar and punctuation top
Grammar and punctuation Year 9
Grammar and punctuation Year 9: Needs additional support
The student uses knowledge of grammar and punctuation conventions in a small range of sentence structures. They may identify or correctly use:
- simple and compound sentences
- nouns, verbs, pronouns, adjectives and adverbs in sentences
- some noun, verb and adjective groups/phrases
- a single independent clause in a sentence
- agreement of verbs with simple subjects
- quotation marks for direct speech
- commas to separate single words in a list
- appropriate punctuation at a sentence boundary.
Grammar and punctuation Year 9: Developing
The student uses knowledge of grammar and punctuation conventions in a variety of sentence structures. They sometimes identify or correctly use:
simple, compound and complex sentences
- noun, verb and adjective groups/phrases
- main and subordinate clauses in a sentence
- quotation marks for titles and direct speech
- apostrophes for contraction and possession
- brackets in a sentence and colons to introduce a list
- commas to separate words in a list and clauses in sentences.
Grammar and punctuation top
Grammar and punctuation Year 9: Strong
The student uses knowledge of grammar and punctuation conventions in increasingly sophisticated sentences. They often identify or correctly use:
- noun, verb, adjective and adverb groups/phrases
- abstract nouns
- main and subordinate clauses in a sentence
- the noun a pronoun refers to in a sentence
- agreement of verbs with collective nouns, indefinite pronouns, noun groups and compound subjects
- modal words to express degrees of certainty or obligation
- commas to separate words in a list and clauses in sentences
- punctuation including colons, brackets and dashes.
They identify how sentences can be refined for clarity by omitting redundant words.
Grammar and punctuation Year 9: Exceeding
The student uses knowledge of a wide range of grammar and punctuation conventions in sophisticated sentences. They consistently identify or correctly use:
- active or passive voice
- verbless clauses
- non-finite verbs
- agreement of verbs with collective nouns, indefinite pronouns, noun groups and compound subjects
- modal words to express degrees of certainty or obligation
- parallel construction of sentences
- commas to separate clauses in complex sentences
- punctuation including colons, semicolons, dashes and brackets.
They identify how sentences can be refined for clarity and impact by precise and effective use of words and grammatical conventions, such as omitting redundant words or using nominalisations of verbs.
Grammar and punctuation top