Student Name:
Very High
Year 6 Rubric/Guide to
Marking Judgement
Narrative
Plan for Success
The selection, relevance and
elaboration of ideas.
Sizzling Start
The beginning of the narrative
that uses vocabulary to hook
the reader in.
Backfill
The orientation of the
description of the setting and
introduction of the
character(s).
Tightening Tension
The organisation of the
complication components of
writing a text aligns to an
appropriate and effective
text structure.
Dynamic Dialogue
The balance between
dialogue and text within the
narrative in accordance to
the criteria.
High
A thorough understanding
and uses a high level of skill in
both familiar and new
situations.
Uses brainstorming and
planning techniques to assist
with writing.
Completes the narrative
template with four ideas for
each section.
Contains an interesting and
engaging opening
paragraph to hook the
reader in.
Contains four or more
different literacy devices.
Orientation i introduces the
reader to the setting, and
characters, through imagery,
sentence variation,
metaphors, similes and the
five senses.
Setting includes all elements
of time, place and
environment.
Character includes three or
more descriptions each for
appearance and personality.
Contains an interesting and
logical progression of
complication for the pebble,
rock and boulder. Describes
feelings and events.
Contains an ideal balance of
dialogue to text.
The dialogue is used perfectly
to:
o Move the plot forward
o Reveal something about
the character(s)
o Make the scene more
dynamic.
Sound
A clear understanding and
uses high level of skill in
familiar and is beginning to
use skills in new situations.
Uses brainstorming and
planning prior to writing.
Completes the narrative
template with three ideas for
each section.
Contains an engaging
opening paragraph to hook
the reader in.
Contains three different
literacy devices.
Orientation includes who,
what, when, where with some
use of imagery, sentence
variations, metaphors, similes
and senses.
Setting includes two elements
of time, place and
environment.
Character includes two
descriptions each for
appearance and personality.
The complication is
introduced and clear.
The pebble, rock and boulder
have a great logical build-up.
Contains a great balance of
dialogue to text.
The dialogue is used well to:
o Move the plot forward
o Reveal something about
the character(s)
o Make the scene more
dynamic.
Date:
Developing Emerging
Has an understanding and Understands aspects of and A basic understanding and is
uses skills in familiar situations. uses varying levels of skill in beginning to use skills in
familiar situations. familiar situations.
Attempts brainstorming and Attempts to plan a narrative The narrative can be jumbled
planning prior to writing. with relevant requirements and hard to interpret if left to
Completes the narrative independently but lacking in work independently.
template with two ideas for some areas. Completes the narrative
each section. Completes the narrative template with no ideas for
template with one idea for each section.
each section.
Contains a descriptive Attempts to write a The sizzling start can be
opening paragraph that descriptive opening jumbled and lacks
interests the reader. paragraph but lacks engagement.
Contains two different literacy engagement. Contains no literacy devices.
devices. Contains one literacy device.
Orientation includes some of May require support to: Requires significant support
who, what, when and where. o List some ideas or who, to:
Includes one metaphor, simile what, when and where. o List ideas for who, what,
and sense. o Create some metaphors, when and where.
Setting includes one element similes or use of senses. o Create metaphors, similes
of time, place and o Use some verbs, adverbs or use of senses.
environment. or adjectives. o Uses verbs, adverbs or
Character includes one adjectives.
description each for Setting does not describe the
appearance and personality. time, place and environment.
Character does not include
any descriptions for
appearance or personality.
The complication is included May require support to: Requires significant support:
but may not be clear or o Create ideas for a plot o Create ideas and plan
detailed. and complication. their writing.
The pebble, rock and boulder o Present thoughts in a o Present their thoughts on
have good logical build-up. logical manner. paper in a logical manner.
The pebble, rock and boulder The pebble, rock and boulder
have some logical build-up. have no logical build-up.
Contains a good balance of Contains some balance of Contains no balance of
dialogue to text. dialogue to text. dialogue and text.
The dialogue is used to: May require support in Requires significant support in
o Move the plot forward creating dialogue to: creating dialogue to:
o Reveal something about o Move the plot forward o Move the plot forward
the character(s) o Reveal something about o Reveal something about
o Make the scene more the character(s) the character(s).
dynamic. o Make the scene more o Make the scene more
dynamic. dynamic
Ban the Boring
Ability to re-read and edit
own work to check for
meaning, spelling,
punctuation and grammar.
Show, Don’t Tell
The range and precision of
contextually appropriate
language choices as well as
appropriate devices.
Exciting Ending
The way in which the story
ends according to the
selected criteria.
Character resolutions and
wrap-ups.
Sentence Structure
The production of
grammatically correct,
structurally sound and
meaningful sentences.
Comments:
A consistent approach and
goes beyond that expected
of Year 6, for example:
o Editing own and others’
work for meaning.
o Removing repetition,
refining ideas, reordering
sentences and adding or
substituting words for
impact.
Expectation are beyond Year
6 level, for example:
o Begins to use vocabulary
choices, including
abstract nouns,
description, and
generalisations.
o Begins to experiment with
digital storytelling to
create personal
reflections.
The story has a clear ending
with a resolution.
The ending is either circular,
surprise, humorous or moral.
Consistent sentence structure
when writing. Goes beyond
that expected of Year 6, for
example:
o Using noun
groups/phrases in
subordinate clauses.
o Using the appropriate
sentence structure to
increase the density of
information.
Effectively edits own and
others’ work for meaning.
Offers edits that will create a
greater impact on an
audience.
Makes relevant vocabulary
choices to suit audience and
purpose i.e. language to
express characters, setting,
and moods.
Uses a range of new
vocabulary from a range of
sources.
The story has a detailed
ending with a resolution.
The ending is either circular,
surprise or humorous.
Sentences flow and are
grammatically correct.
Attempts to use conjunctions
to extend complex
sentences.
Knowing the difference
between simple and present
tense and simple past tense.
Re-reads and effectively edits
own work for meaning and
using agreed criteria.
Edits for coherence and
effective vocabulary.
Makes some relevant
vocabulary choices like
evaluate language to express
meaning, feelings, and
options of characters,
settings, and mood.
Begins to incorporate new
vocabulary from a range of
sources to create greater
precision of meaning.
The story has an ending and
resolution.
The ending is either a surprise
or humorous.
Uses complex sentences to
elaborate, extend and
explain ideas.
Knows the difference
between simple present tense o
and simple past tense and
uses them correctly.
Uses noun groups/phrases
and adjective group/phrases
to create richer text with fuller
descriptions.
Re-reads and edits own work
using agreed criteria.
Displays some explanations
for editing choices.
Displays some editing skills but
these may often be
unnecessary edits.
Attempts to use relevant
vocabulary choices but these
may not always be suitable.
Requires some assistance to
use indirect speech.
Requires some assistance to
use relevant evaluative
language.
May require support to:
o Create ideas for a suitable
ending.
o Present thoughts in a
logical manner.
Requires some support to:
o Uses conjunctions to
extend complex
sentences.
Uses complex sentences
to elaborate information.
o Uses noun groups/phrases
and adjective
group/phrases to
enhance text.
Minimal or no evidence of
editing for meaning.
Sometimes requires support
with editing.
Edits for basic text structure,
flow, and description.
Requires significant support to
use relevant vocabulary
choices including evaluative
language.
Relies on assistance to use a
variety of vocabulary choices
to create greater precision of
meaning.
Requires significant support
to:
o Create ideas of the
ending
o Present their thoughts on
paper in a logical
manner.
The story has no ending.
Requires significant support to
construct sentences which
meet the requirements of
Year 6.
Sentences are basic and lack
structure, depth, and
description.