persuasive writing victorian curriculum

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

The Victorian Curriculum - Progressive Framework - English - Writing - Strands and Subs w Elaborations (F-7).pdf

Related Papers

Effective Curriculum Ideas

Claire Wyatt-Smith

Katina Zammit

As society changes so do the texts that make up our society – those we interact with and produce. The nature of literacy also changes and what it means to be a literate person. With the advent of technology, especially the Internet, research has focused on the changing nature of reading online, with less research on the change to writing. Teachers' views about writing influence their pedagogy and practices. They also influence the selection of modes and medium for the production and distribution of students' writing. This paper will draw on the practices of 4 teachers in one school and their beliefs about writing: their approaches and the textual landscape. Data was collected through interviews and teacher selected student work samples. It will demonstrate the dominance of skills-based and social practices approach to writing which focuses on the creation of texts to fulfil a social purpose. Written paper based texts dominated the representation of writing, a limited number of multimodal electronic texts were included.

Issues in Applied Linguistics

Ali Shehadeh

Karunakaran Thirunavukkarasu

Philip Mead

Brenton Doecke

The Australian Journal of Language and Literacy

Being literate empowers individuals to be active citizens and enhances individuals self-esteem, self-confidence, and independence. In today’s society, literacy requires much more than alphabetic knowledge. Curriculum documents provide content knowledge for teachers to refer to as they assess and plan for the learning needs of their students. However, they also have embedded within them particular views on what is to be taught and how to teach writing. In this paper, we analyse how the teaching and learning of writing is represented in the official (intended) English curriculum standards of the USA, the state of Virginia, and Australia, in New South Wales. Using content analysis, we analysed the standards for the approach/es explicitly or implicitly embedded in the writing standards. We found that a skills-based approach was the dominant discourse in both US and Australian intended curricula. A process approach was present much more in the Virginia standards than NSW, while a genre a...

Australian Curriculum - Progressive Framework - English (v7.2) - Strands and Sub-strands with Elaborations (F-7)

RELATED PAPERS

zahra falahan

Attila Hirn

Revista Letras & Letras

Alexandre Antonio Timbane

Journal of Information Processing and Management

ajil pajoohesh

Ghislain Samson

Journal of molecular medicine (Berlin, Germany)

kripa shankar

Journal of Neonatal Surgery

rania sakka

Journal of Biological Chemistry

Toshio Hattori

Toxicology Mechanisms and Methods

Nadin Al-Haj Husain

Anthropologie et Sociétés

European Journal of Vascular and Endovascular Surgery

Yvonne Hoogeveen

Juan Bascunan

edward omey

Archives of General Psychiatry

Heino Meyer-bahlburg

Mathematics and Technology

Mireille Saboya

Giacomo Bersano

Journal of Hazardous Materials

yakup kurmac

sinem canpolat

Journal of Materials Processing Technology

Maria Ioannides

Nature Communications

Nirmani yasara

Albert Hauf

Genética na Escola

Luiz Andrade

Kateřina Jančaříková

See More Documents Like This

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

All the Ways to Sway: Exploring and Creating More Complex Persuasive Texts

Level 6 Level 7 Level 8

What is this sequence about?

This learning sequence aims to develop student understanding of persuasive language, focussing on the way punctuation, vocabulary and sentence complexity can contribute to a compelling argument. It aims to equip students with the skills to engage critically with their world by developing a persuasive metalanguage and exploring what makes a text cohesive. The sequence aims to equip students with the skills to read critically and provides opportunities for students to explore a range of contemporary issues by engaging with multimodal texts.

The sequence has been written by teachers for teachers. It has been designed to provide students with rich, engaging learning experiences that address the Victorian Curriculum. The sequence consists of four flexible stages, including suggested learning intentions.

Overview of stages

1. How and Why Do We Persuade?

Suggested Learning Intentions

• To explore the purposes of persuasive texts
• To understand how vocabulary is used to persuade in extended and academic texts
• To understand the function of abstract nouns in persuasive texts

3. The Structure and Features of Persuasive Texts

• To understand how text structures and language features become more complex in persuasive texts
• To understand that the coherence of more complex texts relies on devices that create structure

2. Creating Persuasive Sentences

• To understand how punctuation is used to support meaning in complex sentences
• To understand how subordinate clauses are used to communicate in-depth information

4. Modality and Meaning

• To co-construct a persuasive text
• To understand how modality is achieved using modal verbs, adverbs, adjectives and nouns

Prior knowledge

Before you commence this sequence, it is suggested that you ensure your students are familiar with:

• Paragraphing
• Topic sentences

You can find support for building students’ understanding of some of these concepts in the Literacy Teaching Toolkit.

Teaching strategies

The Literacy Teaching Toolkit provides advice on the teaching strategies that you could use in this sequence. These strategies include:

• Modelled reading
• Think aloud strategy
• Think, pair, share
• Quaker Share
• Text marking

The sequence highlights opportunities to apply the  High Impact Teaching Strategies (HITS) , which are a component of the Victorian Teaching and Learning Model . 

Students should be able to understand and use the following concepts and terms by the end of the learning sequence:

You can find definitions of some of these terms in the Literacy Teaching Toolkit  and the Glossary for the English Curriculum .

It is recommended that the explicit teaching of vocabulary occur throughout this learning sequence. The Literacy Teaching Toolkit provides resources and sample activities to support this practice.

Opportunities for formative and summative assessment are identified at different stages of the learning sequence. Look for the 'Assessment Opportunity' icon.

You may want to develop a rubric to assess students’ progress. A range of Formative Assessment resources are available from the Victorian Curriculum and Assessment Authority. This includes a Guide to Formative Assessment Rubrics , a series of modules to support you to develop your own formative assessment rubrics, and sample rubrics across six curriculum areas that demonstrate how you can put formative assessment rubrics into practice in the classroom. 

When developing a rubric, you may wish to co-construct assessment criteria with your students. Each stage of the sequence provides sample success criteria for students working at Level 7. 

The Victorian Curriculum and Assessment Authority has published work samples that provide teachers with examples of student learning achievement in each mode of the English curriculum: Reading and Viewing, Writing, Speaking and Listening.

Victorian Curriculum connections

This sequence addresses content from the Victorian Curriculum in English. It is primarily designed for Level 7, but also addresses the following content descriptions from Level 6:

The sequence can be used to assess student achievement in relation to the following Achievement Standards from the Victorian Curriculum: English Level 6:

• Students understand how the use of text structures can achieve particular effects.
• Students can analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.
• Students understand how language features and language patterns can be used for emphasis.
• Students demonstrate understanding of grammar and make considered choices from an expanding vocabulary to enhance cohesion and structure in their writing.
• Students listen to discussions, clarifying content and challenging others’ ideas.

This sequence addresses content from the Victorian Curriculum in English. It is primarily designed for Level 7 and addresses the following content descriptions:

The sequence can be used to assess student achievement in relation to the following Achievement Standards from the Victorian Curriculum: English Level 7:

• Students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context.
• Students demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.
• Students understand how the selection of a variety of language features can influence an audience.
• Students create texts showing how language features, text structures, and images from other texts can be combined for effect.
• Students demonstrate understanding of grammar, use a variety of more specialised vocabulary, use accurate spelling and punctuation.

This sequence addresses content from the Victorian Curriculum in English. It is primarily designed for Level 7, but also addresses the following content descriptions from Level 8:

The sequence can be used to assess student achievement in relation to the following Achievement Standards from the Victorian Curriculum: English Level 8:

• Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.
• Students understand how the selection of language features can be used for particular purposes and effects.
• Students explain the effectiveness of language choices they use to influence the audience.
• Students create texts for different purposes selecting language to influence audience response.
• Students demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.

Learning Progressions

The Literacy Learning Progressions support teachers to develop a comprehensive view of how literacy develops over time. You can use the Literacy Learning Progressions to:

• identify the literacy capability of your students
• plan targeted teaching strategies, especially for students achieving above or below the age-equivalent expected level in the Victorian Curriculum: English
• provide targeted feedback to students about their learning within and across the progressions.

The Literacy Learning Progressions have been mapped against the Victorian Curriculum F – 10: English. Teachers are advised to familiarise themselves with this map to understand how particular progression relate to the Reading and Viewing, Writing and Speaking and Listening modes and particular curriculum levels in English. 

We have detected that your JavaScript seems to be disabled.

We recommend that you enable JavaScript in your browser to fully utilize the functionality of this website.

Victorian Curriculum and Assessment Authority

• Visual Arts
• Visual Communication Design
• Critical and Creative Thinking
• English as an Additional Language (EAL)
• English Version 2.0
• Ethical Capability
• Health and Physical Education
• Civics and Citizenship
• Economics and Business
• Intercultural Capability
• Classical Greek
• Modern Greek
• Non-Roman Alphabet Languages
• Roman Alphabet Languages
• Victorian Aboriginal Languages
• Mathematics
• Mathematics Version 2.0
• Personal and Social Capability
• Design and Technologies
• Digital Technologies
• Level A (Towards Foundation)
• Level B (Towards Foundation)
• Level C (Towards Foundation)
• Level D (Towards Foundation)
• Foundation level
• View consecutively down the page
• View in columns across the page

English Level Description

In Levels 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts.

Students engage with a variety of texts for enjoyment. They listen to, read, view...

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.

Literary texts that support and extend students in Levels 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from various sources about specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics presented in visual form.

Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures, performances, reports and discussions, and are beginning to create literary analyses and transformations of texts.

English Content Descriptions

Reading and viewing, language for interaction.

• Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (VCELA368)

Text structure and organisation

• Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (VCELA369)

Expressing and developing ideas

• Analyse how point of view is generated in visual texts by means of choices, including gaze, angle and social distance (VCELA370)
• Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (VCELA371)

Responding to literature

• Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (VCELT372)
• Discuss aspects of texts, including their aesthetic and social value, using relevant and appropriate metalanguage (VCELT373)

Examining literature

• Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (VCELT374)
• Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry (VCELT375)

Texts in context

• Analyse and explain the effect of technological innovations on texts, particularly media texts (VCELY376)

Interpreting, analysing, evaluating

• Use prior knowledge and text processing strategies to interpret a range of types of texts (VCELY377)
• Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (VCELY378)
• Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (VCELY379)
• Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (VCELA380)
• Understand the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses (VCELA381)
• Recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase the density of information (VCELA382)
• Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (VCELA383)

Phonics and word knowledge

• Understand how to use spelling rules and word origins to learn new words and how to spell them (VCELA384)

Creating literature

• Experiment with text structures and language features and their effects in creating literary texts (VCELT385)
• Create literary texts that adapt stylistic features encountered in other texts (VCELT386)

Creating texts

• Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas to a specific audience (VCELY387)
• Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (VCELY388)
• Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (VCELY389)
• Use a range of software, including word processing programs, to create, edit and publish written and multimodal texts (VCELY390)

Speaking and Listening

Language variation and change.

• Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (VCELA391)
• Understand how accents, styles of speech and idioms express and create personal and social identities (VCELA392)

Literature and context

• Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (VCELT393)
• Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (VCELT394)

Interacting with others

• Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, using interaction skills when sharing interpretations or presenting ideas and information (VCELY395)
• Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing, using body language, voice qualities and other elements to add interest and meaning (VCELY396)

English Achievement Standard

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.

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.

Students listen for and explain different perspectives in texts. They 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 and images from other texts can be combined for effect. They create texts structured and coherent texts for a range purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience.

Privacy statement Copyright statement Disclaimer

Version history

Links to the Victorian Curriculum

Levels 5 and 6:

• Sequence significant events and lifetimes of people in chronological order to create a narrative to explain the developments in Australia’s colonial past and the causes and effects of Federation on its people ( VCHHC082 )
• Identify the origin, content features and the purpose of historical sources and describe the context of these sources when explaining daily life in colonial Australia, reasons for migration and causes and effects of Federation ( VCHHC083 )
• Describe perspectives and identify ideas, beliefs and values of people and groups in the past ( VCHHC084 )
• The causes and the reasons why people migrated to Australia from Europe and Asia, and the perspectives, experiences and contributions of a particular migrant group within a colony ( VCHHK091 )
• The stories and perspectives of people who migrated to Australia, including from one Asian country, and the reasons they migrated ( VCHHK095 )

English: Reading and Viewing

Level 5:

• Understand how texts vary in purpose, structure and topic as well as the degree of formality ( VCELA309 )
• Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts ( VCELT313 )
• Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences ( VCELT314 )
• Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ( VCELY320 )

Level 6:

• Select, navigate and read increasingly complex texts for a range of purposes, applying appropriate text processing strategies to recall information and consolidate meaning ( VCELY346 )
• Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ( VCELY347 )

English: Writing

• Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold ( VCELA321 )
• Reread and edit own and others’ work using agreed criteria for text structures and language features ( VCELY330 )
• Understand the uses of commas to separate clauses ( VCELA349 )
• Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas ( VCELA350 )
• Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ( VCELA351 )
• Experiment with text structures and language features and their effects in creating literary texts ( VCELT355 )
• Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience ( VCELY358 )

English: Speaking and Listening

• Make connections between own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts ( VCELT365 )
• Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions, and use interaction skills, varying conventions of spoken interactions according to group size, formality of interaction and needs and expertise of the audience ( VCELY366 )

English as an additional language (EAL)

Speaking and listening.

Level BL:

• Negotiate familiar social situations and learning activities with the teacher or with friends ( VCEALC166 )
• Rely on other speakers to scaffold, interpret, clarify or elaborate short, simple conversations
• Identify basic items of information in short spoken texts.

Level B1:

• Understand the language of classroom routines
• Participate in extended conversations with reliance on other speakers to scaffold, interpret, clarify or elaborate ( VCEALC243 )
• Identify some key points of information in short spoken texts, with guidance.

Level B2:

• Use a repertoire of common classroom and schoolyard language
• Comprehend social English in most familiar contexts, and use conversation partners to support understanding
• Identify key points of information in short spoken texts.

Level B3:

• Understand increasingly de-contextualised and more complex spoken language
• Initiate and participate in casual exchanges and in learning contexts ( VCEALC404 )
• Understand a new topic delivered with extensive contextual and teacher support.

Reading and viewing

• See Communication and Linguistic structures and features strands under Reading and Viewing in the EAL curriculum .
• Create basic texts, with support and modelling ( VCEALA220 )
• Write very short, simple texts ( VCEALL228 )
• Use topic-specific vocabulary encountered in classroom activities ( VCEALL235 )
• Use high-frequency words accurately, although sometimes repetitively ( VCEALL234 )
• Write some familiar words and complete simple, repetitive modelled sentences in writing ( VCEALC217 )
• Contribute ideas to shared writing activities ( VCEALA221 )
• Rewrite following explicit correction ( VCEALA222 )
• Write sentences that may not follow standard word order ( VCEALL230 )
• Use basic conjunctions to connect ideas ( VCEALL233 ).
• Create short, simple texts for particular purposes, with some support and modelling ( VCEALA300 )
• Attempt to write paragraphs and topic sentences ( VCEALL308 )
• Incorporate learnt vocabulary into writing ( VCEALL315 )
• Write ‘real world’ texts ( VCEALC297 )
• Contribute to shared simple brainstorming of ideas and identify relevant vocabulary to be incorporated into the written work ( VCEALA301 )
• Rewrite after correction, discussion or prompting ( VCEALA302 )
• Organise some subject matter and write according to the structure of the text type, using modelled forms and repetitive patterns ( VCEALL307 )
• Use simple sentences and phrases with correct subject–verb–object pattern ( VCEALL310 )
• Write simple factual texts using print and computers or other digital devices for a variety of classroom purposes ( VCEALC296 )
• Use some conjunctions to connect ideas within a sentence ( VCEALL313 ).
• Create a small range of texts based on modelling ( VCEALA380 )
• Write simple paragraphs with a logical sequence of sentences ( VCEALL388 )
• Use modelled vocabulary appropriately ( VCEALL395 )
• Use a varied and appropriate vocabulary ( VCEALL394 )
• Plan, with support, the format of a text according to its communicative purpose ( VCEALA381 )
• Draft a piece of writing focusing on meaning, and revise after rereading or discussion ( VCEALA382 )
• Use heading and text formats appropriate to the task ( VCEALL387 )
• Write simple factual texts ( VCEALC376 )
• Write sentences with some common errors ( VCEALL390 )
• Use a number of common conjunctions to link ideas to create compound and complex sentences ( VCEALL393 ).
• Use own experience and perspectives to elaborate and support a viewpoint ( VCEALA459 )

Organise texts in simple, logically ordered paragraphs with topic sentences ( VCEALL467 )

Use a range of key vocabulary appropriately ( VCEALL474 )

Plan individually and review own writing ( VCEALA460 )

Follow a simple planning, drafting and revision process when writing ( VCEALA461 )

Use the text type appropriate to the task ( VCEALL466 )

Write a range of texts covering topics across the curriculum areas, incorporating information from different sources ( VCEALC455 )

Use a range of sentence structures appropriate to the text, with some errors ( VCEALL469 )

Combine simple sentences using common conjunctions ( VCEALL472 )

Our website uses a free tool to translate into other languages. This tool is a guide and may not be accurate. For more, see: Information in your language

Persuasive Writing

In this language arts unit, students learn how to “argue on paper” using a fictional case about a school dress code rule against band t-shirts. The lessons take them through the process of writing two persuasive essays: one supporting the rule and one opposing it. After the essays, we suggest having your class play the game Supreme Decision to see how these arguments relate to issues of freedom of speech in schools. Supreme Decision is an excellent fit with the language arts classroom because it requires reading comprehension and higher-order thinking skills in the application of rules and evaluation of arguments.

Lesson 1: So You Think You Can Argue

Lesson 2: I Can't Wear What??

Lesson 3: Lookin' for Evidence

Lesson 4: no rambling allowed, lesson 5: yeah, but..., lesson 6: the dreaded outline, lesson 7: emphasize, minimize, lesson 8: from outline... to essay, see how it all fits together.

Writing Marker information

2024 general information to schools.

In 2024, NAPLAN will be held during Term 1 from Wednesday 13 March to Monday 25 March .

In early September 2023, the VCAA will seek applications from qualified people who wish to be considered for appointment as markers for the NAPLAN writing task for 2024. Successful applicants will be notified in January 2024 to begin marking in March to April 2024. Approximately 300,000 writing scripts will be marked on screen.

What is the NAPLAN writing test

In Victoria and across the nation, all students in years 3, 5, 7 and 9 are asked to undertake the NAPLAN writing test. The writing task targets the full range of student capabilities expected of students from Years 3 to 9. The same marking guide is used to assess all students' writing, allowing for a national comparison of student writing capabilities across these year levels.

The Australian Curriculum: English requires students to be taught a variety of forms of writing at school. The three main text types (previously called genres) that are taught are imaginative writing (including narrative writing), informative writing and persuasive writing. In the writing tests, students are provided with a ‘writing stimulus’ (sometimes called a prompt – an idea or topic) and asked to write a response in a particular text type. Students are tested on either narrative writing or persuasive writing. Informative writing is not yet tested by NAPLAN.

For more information see the ACARA website .

Should you prepare students for the NAPLAN writing test?

Students who have read, written and created a range of texts in a range of classroom activities, are well prepared for the NAPLAN writing test.

Test practice that aims to familiarise students with NAPLAN test conditions is recommended as a useful support strategy. However, over-preparation and focus on any particular genre is inconsistent with the approach to teaching and learning described in the Victorian Curriculum F-10 and the National Curriculum. Over-preparation may also increase anxiety levels in students and lower performance levels under test conditions.

How do students respond to the NAPLAN writing test?

Persuasive writing.

Students write to convince a reader of their opinion and structure their writing with an introduction, body and conclusion .

Students approach the NAPLAN persuasive writing test in different ways. Some students develop and justify their ideas, drawing on personal knowledge and experience or on more detailed general knowledge about a particular subject or issue. Some choose to present one side of the argument and may also include opposing arguments in order to rebut. Others seek to persuade by exploring both sides of the topic, before arriving at a clear and conclusive position.

Students also write in different forms. Most students present their argument in the form of an essay. Others choose to present their argument as a letter to the editor or as the text of a speech. Students may also use anecdotes or references to narratives such as films or novels to help convince their reader. Students cannot, however, present their entire response as a narrative (a story), or as a dramatised dialogue in which two characters argue.

Narrative writing

Students write a narrative or story that develops events, settings and characters to entertain, move, inform or enlighten readers. The structural components of the narrative are the orientation, the complication and the resolution .

Students develop events, settings and characters in different ways, using first or third person narrators and past or present tense action. They may draw directly on personal experience and observation, for example, family or school events; or they may construct scenarios from multiple secondary sources such as shared stories, urban myths, books, films and computer games.

Students develop their stories imaginatively in a variety of narrative types or sub-genres, including fantasy, horror, quest and ‘teen literature’. They use language appropriate to their chosen narrative type, and arrange dialogue, description and action to support or progress their story.

Students support their reader by providing a sense of time and/or place (an orientation); they engage their reader by injecting tension or drama into their story through, for example, a problem or unexpected occurrence (a complication); and they provide their reader with a sense of completion (a resolution) by ending their story in an appropriate way.

Do schools get to see their own NAPLAN student writing test responses?

Victorian schools can access scanned images of their students’ NAPLAN writing test responses, which coincide with the release of NAPLAN reports in Term 3.

Please refer to the following documents regarding the use of NAPLAN writing test responses.

• Conditions governing the release of images of NAPLAN writing test responses to schools

General information for markers

Victorian naplan writing marker information.

The Victorian Curriculum and Assessment Authority (VCAA) is responsible for the administration and marking of the Years 3, 5, 7 and 9 National Assessment Program – Literacy and Numeracy (NAPLAN) tests.

Each year, the VCAA appoints suitable individuals to mark student responses for the NAPLAN writing tests, drawing from the pool of re-applicant markers and recruiting new markers.

The primary objective of the marking operation is to reliably mark student responses according to the national rubric. Markers gain valuable professional experience and are paid for their marking. Marker training will also contribute to the continuing professional development requirements for teacher registration.

What genre is the NAPLAN writing test?

The genre for the Writing test is either narrative or persuasive. The genre is not disclosed prior to the test day and students are not able to choose the genre in which they write their response. The genre is the same for all year levels and is not made known to students, teachers or markers prior to the test. The writing topic for Years 3 and 5 is different from that for Years 7 and 9. This is to ensure maximum engagement and fairness for all students for the test.

When do marker applications open?

In early September 2023, the VCAA seek applications from qualified people who wish to be considered for appointment as markers for the NAPLAN writing task for 2024. Successful applicants will be notified in January 2024 to begin marking in March to April 2024. Approximately 300,000 writing scripts will be marked on screen.

What is the commitment expected of markers?

To ensure test validity and accuracy in the marking of student responses for the 2024 NAPLAN writing tests, markers will need to:

• complete scheduled mandatory marker training sessions - up to two days experienced marker/three days new marker
• mark for the duration of the marking operation inclusively: approx. 35 days.
• commit to a minimum of four hours per day (Day shift) and three hours per evening (Eve shift). This includes weekends.
• nominate to be one of the following marker types, you cannot swap between shifts:

Marking timeline

2024 marking dates, naplan writing test.

In 2024, NAPLAN tests will be held from 13 March. This means marking of NAPLAN scripts will be from 18 March until approximately 26 April 2024.

Applications are now open and close on Monday 27 November 2023 (or earlier if required number of suitable applicants have been selected).

Each year, the VCAA appoints suitable individuals to mark student responses for the NAPLAN writing tests, drawing from the pool of experienced markers and recruiting new markers.

The primary objective of the marking operation is to accurately mark student responses according to the national rubric.

Markers gain valuable professional experience and are paid for their marking. Marker training will also contribute to the continuing professional development requirements for teacher registration.

We encourage applicants to apply for the marking period between 18 March - 26 April (working six days a week and having the Easter period off 29 March - 1 April 2024).

What are the dates for the 2024 NAPLAN writing marking operation?

• SSMS (Sessional Staff Management System) opens for all marker applications.
• Applicants nominate a preferred shift time (Day/Eve).
• Marker applications close

January–March

• Offers of appointment sent to successful applicants advising training and shift times.
• Applicants are appointed.
• Offers of appointment sent to group leaders and professional leaders.
• Training of professional leaders and support staff.

From Wednesday 13 March - Monday 25 March

• NAPLAN tests administered.

Monday 18 March - 26 April (approximately or until all scripts marked)

• NAPLAN marking operation begins.

Selection criteria for markers

What qualifications do you need to mark naplan writing.

You need to be in your final year of studying a relevant teaching degree or have a teaching degree specialising in English. It is also helpful to have experience teaching English. Relevant and recent marking experience is also taken into consideration. Current and retired English teachers are encouraged to apply.

What are the position statements for markers, group leaders and professional leaders?

Position descriptions.

If you are interested in becoming a marker, please familiarise yourself with the position description: Marker - NAPLAN position description .

If you have two years’ experience marking NAPLAN writing and are interested in becoming a group leader or a professional leader, please familiarise yourself with the position descriptions ( Both positions require at least two years’ experience as a NAPLAN marker. The years working as a marker must be consecutive. Furthermore, an applicant’s marking experience must be considered ‘current’. ‘Current’ marking experience means the applicant has worked as a marker for the previous two years.):

• Group Leader - NAPLAN position description
• Professional Leader - NAPLAN position description

Please note, applicants who wish to be considered for the position of group leader or professional leader must indicate their interest when applying to be a marker on their SSMS application. You must have proven NAPLAN writing marking experience to be selected as a group leader or professional leader.

Is there a Code of Conduct and conditions for all markers?

Yes. All employees of the VCAA are expected to adhere to the Code of Conduct as a condition of employment. Please look carefully at this before applying. Please also familiarise yourself with the conditions of employment.

• Code of conduct reference guide
• Fair work information

Do you need a Working with Children Check (WWCC)?

You do not currently need a Working with Children Check to mark NAPLAN writing scripts as there is no contact with students.

Do you need a Victorian Institute of Teaching (VIT) registration?

You do not need a valid VIT registration.

The VCAA does, however, seek to employ a quota of active teachers from across Victoria, to ensure knowledge of marking NAPLAN scripts is held by teachers in schools. Marking NAPLAN scripts is valuable professional development for teachers.

If you do have a VIT registration you will not need to go through the NCRHC (National Criminal Record History Check) process as this check is covered by your teaching registration.

Do you need a National Criminal Records History Check (NCRHC)?

Yes. As of 2021, all casual employees of the VCAA need either a NCRHC or a VIT registration as a condition of employment. The NCRHC must be obtained through the VCAA.

When do I need to obtain the National Criminal Records History Check (NCRHC)?

You will be directed by the VCAA when and how to obtain the NCRHC upon appointment if you do not have a current VIT registration.

How long does your last NCRCH last?

Once you have obtained a NCRHC through the VCAA, it is current for a two-year period.

How are markers selected each year?

The selection of markers each year is influenced by a combination of requirements that include:

• maintaining a pool of experienced markers
• the number of markers required to complete marking within the given timeframe
• opportunity for employment of new markers who have been successful in the marker recruitment
• opportunity for employment of a number of markers from outside the Victorian metropolitan area
• employment of a number of current practicing Victorian teachers (marking provides a significant individual professional development opportunity)
• employment of teachers from as many Victorian schools as possible (schools benefit from their teacher's experience as a marker)
• individuals who have a relevant and appropriate educational background
• the applicant's performance in previous marking operations (quality and consistency of marking, pace of marking, receptiveness to receiving feedback, and ability to apply any feedback provided)

What are the selection criteria?

• Relevant qualifications and experience: the applicant has a relevant teaching degree and experience teaching primary literacy or secondary English.
• Prior NAPLAN 2008 – 2023 marking: accuracy and speed.
• Other relevant marking experience.

Markers are chosen by a panel, based on the need to reflect these requirements.

No guarantee can be provided as to whether an applicant will be employed as a marker in any given year.

Offers of appointment are emailed in January. Unsuccessful applicants are also emailed to confirm the status of their applications.

How are markers trained?

In 2024, it is envisaged that the majority of NAPLAN marking  training will be delivered remotely via online training modules and online workshops. It is envisaged that this training will take the equivalent of up to two days for experien c ed markers, three days for new markers. All training is paid at a rate of $58.21 per hour. Information will be provided when it becomes available.

What materials are used to assess NAPLAN writing?

When reviewing writing results, please refer to the appropriate marking guide:

Further information regarding the assessment of writing can be found on the NAP website .

Please note that NAPLAN markers undergo intensive training and supervised marking before gaining competence in the interpretation of marking guide descriptors. The marking guides are provided online for information, but it is recommended that marker training be undertaken or that assistance from trained markers be sought before the guides are used to assess student practice tests in schools.

How are new markers trained?

New markers will be trained in the use of the most current ACARA Writing Marking Guide.

New markers and re-applicant markers who have not marked in 2022 or 2023 are required to participate in new marker training sessions and submit practice scripts post-training.

New applicants must satisfy the following criteria:

• hold a teaching degree specialising in English
• show a demonstrated understanding of assessment based on criteria and standards
• have the ability to apply a prescriptive marking model
• acquire satisfactory achievement in the marking of student compliance scripts after participating in the new marker training.
• be available for training and for the duration of the marking operation (approximately five weeks).

How are returning markers trained?

Re-applicant markers, including group leaders and professional leaders, need to apply to mark in 2024 if they are hoping to be appointed again.

Returning markers will have up to two days mandatory training involving an online module, an online workshop and a component of practice marking. This is a compulsory requirement set by ACARA.

All markers will be required to have good computer literacy and must meet the VCAA's minimum IT requirements on their home PCs or personal laptops.

What training will I be required to complete as a marker?

2024 mandatory marker training will include an ACARA online 2024 NAPLAN writing marking course and a component of online training for markers.

Group leaders and professional leaders will also be required to attend role specific training in the lead up to the marking operation.

Specific training dates and requirements will be updated when available.

I cannot attend my specified training. What do I do?

The mandatory training is broken into categories (New and Experienced) and must be successfully completed before you can mark student scripts. If, in the unlikely event, you are unable to attend your specific training session, email Human Resources Unit or call 1800 718 320.

What sort of commitment is expected from markers when marking begins?

After training, when the marking period begins, markers will:

• work under the guidance of a group leader
• be monitored and kept to national standard
• mark from home for the duration of the project
• mark either during the day session (8.30am–4pm) or during the evening session (3.30pm–10pm)
• be unable to move between sessions, as the group leaders monitor markers in real time
• be required to mark every session from the start of training until the end of marking, working six days a week.

Where do you mark?

All marking will be done remotely (in your home) for 2024. You will need to ensure you have the minimum technical requirements on your home computer. When marking begins there will be a helpdesk to assist with any platform issues.

All markers will be required to have good computer literacy and must meet the VCAA’s minimum IT requirements on their home PCs or personal laptops.

What are the IT requirements needed at home?

Markers need to supply their own personal computer or laptop with reliable internet connection. 

How many hours a day do you need to mark?

By accepting the role of marker, you are agreeing to a minimum daily commitment of four hours per day if you work the day shift or three hours per evening if you work the evening shift. For marking to remain consistent and accurate we need daily marking from each marker. Whilst marking, you are supported by a group leader who monitors you in real time each shift. While you may miss the odd day over the four-week marking period, it is planned that you will meet the hourly minimum requirement each day.

How long does marking go for?

Marking goes for roughly 35 days, based on all markers contributing their daily minimum commitment.

How many scripts a day are you expected to mark?

It is estimated you will mark between 8-10 scripts an hour when you get comfortable with the marking criteria. Scripts are randomised (Years 3,5,7 and 9) and markers mark all year levels, without knowing which year level they are marking.

The day shift operates from 8.30pm-4pm and the evening shift operates 3.30pm-10pm.

Do you have weekends/public holidays off over the marking operation?

No. The weekend is traditionally a time when a lot of scripts are marked. The marking centre is open 8.30am-5pm. Both day and evening markers are encouraged to mark during this time on the weekends. It can be a time where if you have fallen behind in your daily marking commitment (four hours per day and three hours per eve), you can catch up on some marking.

Public holidays operate as a weekend day with weekend hours. The marking centre will be closed for the Easter break (29 March - 1 April 2024) but open all other weekend days through the marking period.

What is the maximum number of hours/scripts you can mark a shift during the marking operation?

Markers are asked not to mark more than seven hours per shift. NAPLAN writing is currently capped at 80 scripts per shift. This cap can be lifted over the course of the project depending on marker accuracy.

What sort of quality control is in place during the marking?

Markers are monitored by group leaders. All markers are double marked at least 10-15%. Scripts are monitored and algorithms are used to ensure markers stay within national protocols.

What is a group leader and how are they chosen each year?

Each year, there is a need for new group leaders. group leaders are paid at an hourly rate.

The role of group leader is a highly important one in the NAPLAN marking operation. The role of the group leader is to ensure the accuracy of their team of seven or eight markers. To this end the group leader is required to:

• facilitate the training of their group on training days
• provide assistance to their group throughout the marking operation
• backread approximately 10‐20% of their group members' marking
• retrain group members when required.
• For further information please see the position statement: Group Leader — NAPLAN position description

Payment and professional development

Pay for time spent in a training session is based on $58.21 per hour.

When marking begins, markers are paid a rate of $5.35 per script.

Are markers paid for any travel associated with training?

VCAA does pay markers for time spent in training sessions based on the VPS4 hourly rate (see above). The VCAA does not pay for any travel expenses incurred for the marking project.

Does NAPLAN writing marking count as hours for professional development?

The training and marking of student responses contributes to the continuing professional development requirements for teacher registration. For further information please see the VIT website .

Applying to be a marker

How do you apply to be a marker.

Application for markers opens in mid September 2023 and closes in late November 2023.

If you are interested, you can apply on SSMS

For any technical difficulties, email Human Resources Unit or call 1800 718 320.

How do you apply to be a group leader or a professional leader?

All group leaders and professional leader need to be appointed as markers first. Applicants who wish to be considered for the position of group leader or of professional leader, need to select this option when applying to be a marker through SSMS .

Once markers have been appointed, selection of group leader or professional leader roles will take place in January. Previous marking experience is taken into account in the selection process for these roles.

What do I need to logon to SSMS?

If you have an SSMS user account and you know your username and password

• You can log in to your SSMS user account and complete your application.

If you have an SSMS user account but you have forgotten either or both of your username and/or password

• Go to the 'forgotten your…' links provided in the 'Log into your account' area. Once you have recovered your username and reset your password, you can log in to your SSMS user account and complete your application.

If you do not have an SSMS user account then you can apply as a new applicant

• Go to the 'Don't have an account' area and click on the 'new applicants' link. This will take you to the application process.

Where do you go if you need more information?

For NAPLAN queries, email VCAA NAPLAN Helpdesk or call 1800 648 637.

Do I have to be a registered teacher?

No. You do need a teaching degree specialising in English and have either a VIT (Victorian Institute of Teaching) registration or do a NCRHC (National Criminal Records History Check) through the VCAA.

Using SSMS (Seasonal Staff Management System)

Can’t access ssms.

Please email Human Resources Unit or call 1800 718 320 if you:

• can’t remember your VCAA ID or password.
• want to change your marker type/commitment after you have submitted your marker application

If you have changed address/email/telephone number : You can log in to SSMS at any time with your VCAA ID and password and update your details. Please check that your details are correct and up-to-date at all times.

If you require further assistance or questions, please email the Human Resources Unit .