Select a stage from the tabs below for a list of sample activities related to the English K-10 Syllabus.
Select an activity to view the activity description, context, outcomes and criteria for assessing learning.
These sample activities and graded student work samples are available to support teachers allocating grades (A to E or equivalent) to their students.
Visit the Assessment Resource Centre for more information about other courses and reporting on student achievement, including the Common Grade Scale.
Early Stage 1 (Kindergarten) Sample Activities
Students write an informative text about an animal they have studied and discussed in class.
Students write or illustrate an informative text using a scaffold provided by the teacher.
Students draft a simple recount of an excursion or event, using handwriting or a word processing program.
Stage 1 (Years 1 and 2) Sample Activities
After an excursion, students suggest captions for photographs and, following modelling by the teacher, write personal recounts.
Students look at and feel a toy, item of food or object in the classroom and then write an informative text to describe it.
Students use a proforma to organise their information on a chosen animal, then use the information in the proforma to independently construct a report.
Students listen to the reading of a picture book, discuss the cover, illustrations and events in the book and write a recount of the story.
Students write a procedure for a simple activity such as tying shoelaces or making a sandwich.
Stage 2 (Years 3 and 4) Sample Activities
Students record information from a text on an animal on a matrix worksheet, use this to structure and draft an information report, and redraft it neatly.
Students plan, draft and write an imaginative text using visual stimulus as a starting point. They use one or more images from the visual stimulus sheet.
Students write a procedure explaining how to make a model, a paper aeroplane, a photo frame or a snack.
Students write a recount of a recent event at school or at home.
Students write a persuasive text on a chosen topic, they produce a handwritten draft, and then publish a final draft using a computer.
After a Science & Technology lesson on electricity and torches, students make notes, a draft, and write an explanation of how a torch works.
Students draft and construct a persuasive letter.
Students research a planet, select relevant facts, draft a report and then re-write their report neatly.
Stage 3 (Years 5 and 6) Sample Activities
Students choose a topic, research and plan a discussion on it, produce a hand-written draft, and a final draft is published using a computer.
Students write an informative text in the form of an explanation about how and why floods occur.
Students research an animal that lives in the rainforest, select relevant facts and write an information report. Students edit and publish their report.
Students plan, draft and write a narrative using visual stimulus as a starting point. They use one or more images from a visual stimulus sheet.
Students analyse the persuasive strategies used in some advertisements, then design their own advertisement for a magazine or newspaper.
Students discuss an artwork in class, then draft and edit their response thoroughly to produce a published text with a focus on persuasion.
Students select a visual image, make notes on it and create a draft description and write a factual description.
Students plan, draft and write a review of a film.
Students plan, draft and compose an imaginative text. They focus on using language features to create a strong sense of place, character and/or atmosphere.
Stage 4 (Years 7 and 8) Sample Activities
Students choose one or more elements from a selection of video extracts to use as the basis for the opening of a short story.
Students recommend three poems for inclusion in a poetry anthology for Year 8. They write a response to each one, giving reasons for their recommendations.
Students select a piece of their own writing for a life writing competition and evaluate the merits and appropriateness of the piece.
Students research the contribution of an Aboriginal person to Australian society and write an imaginative narrative.
Students compose a persuasive letter to a potential tourist to Australia on behalf of a tourist office.
Students write a response to two poems explaining what each poem is about and how poetic techniques contribute to their understanding and enjoyment of the poems.
Students write a letter to a friend in which they relate what they have learnt about the theme they have been studying in class.
Students write the script of a television talk show interview on the novel they have been reading in class.
Students compose a short narrative in response to one of a selection of stimulus items related to the concept of "the monster" which has been the focus of recent study.
Stage 5 (Years 9 and 10) Sample Activities
Students view the first 20 minutes of a film and write an analysis evaluating the effectiveness of the director’s cinematography.
Students use the information provided in class to write a reconstruction of events from the perspective of a character.
Students write a film review for a teenage magazine.
Students write a five minute speech to persuade listeners to attend a new production of Romeo and Juliet.
Students compose a persuasive text to raise public awareness about an issue that they think is important.
Students select and view a recent popular film. They then write their own review of this film for a magazine for teenagers.
Students create an imaginative visual representation of the ideas or issues of the text or module they have been studying. They then write a critical, interpretive analysis explaining how their representation reflects the ideas or issues of the text or module.
Students compose a persuasive essay in response to a stimulus statement.