This is just a reminder that the 2014 NAPLAN writing task will be either a persuasive or a narrative writing prompt. The genre of the prompt will not be disclosed prior to the test period. When the NAPLAN packs are opened on the day of the writing task, all students from years 3, 5, 7 and 9 will complete this single common task.
The websites below provide further advice regarding the 2014 NAPLAN writing task.
This website summarises the narrative and persuasive writing marking criteria. They include categories common to all forms of text e.g. spelling, punctuation, sentence structure, paragraphing, cohesion, vocabulary, ideas, text structure and audience. Students should be provided with opportunities to engage in rich, broad curriculum and a range of texts.
This website responds to Frequently asked questions about the writing test.
- http://www.nap.edu.au/verve/_resources/Amended_2013_Persuasive_Writing_Marking_Guide_-With_cover.pdf Link to the 2013 persuasive writing marking guide
- http://www.nap.edu.au/verve/_resources/2010_Marking_Guide.pdf Link to the 2010 narrative writing marking guide
The WA Department of Education 2014 NAPLAN planner (http://det.wa.edu.au/curriculumsupport/naplanplanner/detcms/portal/ )
The Years 3, 5 and 7 NAPLAN schedules continue to link to the comprehensive Persuasive Writing document, written by the Department to support teaching, consolidation ideas and independent activities for persuasive writing.
Significantly revised narrative resources are available for each year level and include advisory notes for:
- Multimodal narrative texts Years 3 – 7
- Narrative point of view Years 5 – 7
There are now links to past Sample tests (2011 – 2013). Past Reading magazines are required to complete the reading component. These magazines are no longer available to download electronically and completion of the reading relies on school copies. The purpose of the Sample tests is to provide students several opportunities to practise possible test questions and items.
The teaching suggestions and materials provided through the planner have been designed as additional support to the ongoing, literacy instruction occurring in classrooms. Teachers are encouraged to draw upon these resources flexibly to address the specific needs of their students.