Annotated Writing Samples for Victorian Curriculum F–10 Version 2.0: Supporting Primary Teachers in English
Practical annotated writing samples for Foundation/Level 1, Level 3, and Level 5 aligned with Victorian Curriculum V2.0. Includes task overviews, student samples, and detailed annotations linking to VCAA content descriptions and achievement standards.
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The Victorian Curriculum F–10 Version 2.0 (V2.0) draws heavily from the Australian Curriculum Version 9. Official VCAA work samples for V2.0 are still rolling out, so many schools are creating their own to support moderation, benchmark student work, and plan targeted instruction.
Below are three annotated writing samples—Foundation, Level 3, and Level 5—each with a realistic student excerpt, curriculum-code annotations, and a quick alignment summary. Use them in moderation sessions or as planning references.
In this guide
Each sample includes three parts: a task overview aligned to a specific mode and level, a student excerpt, and an annotated version with V2.0 descriptors (VCELA, VCELY, VCELT codes) highlighted in bold italics.
Foundation: Imaginative Narrative – “My Pet Adventure”
Task Overview
Students create a short imaginative text about a pet's adventure, using simple descriptive words and images. Purpose: to entertain a peer audience. Aligns with VCELY144 (create short imaginative texts that include people, characters, settings, events, and aspects of setting) and the achievement standard: “Students create short imaginative texts using growing knowledge of text structures and language features.”
Student Sample (Satisfactory Achievement)
“My cat Whiskers likes to play. One day he ran to the park. He saw a big tree and climbed it. The tree was green and tall. Whiskers jumped down and chased a butterfly. It was yellow and fast. Then he went home for dinner.”
Annotated Sample
“My cat Whiskers likes to play. [Simple subject introduction with a character name – builds basic orientation (VCELY142)]. One day he ran to the park. He saw a big tree and climbed it. The tree was green and tall. [Descriptive words (adjectives) to convey setting – meets VCELY144 by including aspects of setting such as colour and size]. Whiskers jumped down and chased a butterfly. It was yellow and fast. [Action verbs (ran, climbed, jumped, chased) show sequence – demonstrates basic narrative structure: orientation, complication, resolution]. Then he went home for dinner. [Simple resolution using everyday vocabulary appropriate to Foundation level].”
Alignment summary: Emerging control of imaginative writing. Repetitive sentence patterns support phonemic awareness and early reading development. Next step: encourage adding a drawn image of the park to enhance visual storytelling.
Level 3: Informative Text – “Why We Need Rainforests”
Task Overview
Students write an informative text explaining the importance of rainforests, using factual language and simple paragraphs. Audience: classmates learning about the environment. Aligns with VCELY169 (create informative texts that use simple verb groups and adverbial phrases to describe events and actions) and the achievement standard: “Students create informative texts using appropriate text structures and language features.”
Student Sample (Satisfactory Achievement)
“Rainforests are important for the world. They have lots of trees and animals. The trees make oxygen for us to breathe. Big rivers run through them and give water to plants. Some animals like monkeys and birds live there. If we cut down rainforests, the animals have no home. We should protect them by not throwing rubbish.”
Annotated Sample
“Rainforests are important for the world. [Opening statement with general noun – establishes topic in informative structure (VCELY168)]. They have lots of trees and animals. The trees make oxygen for us to breathe. [Technical vocabulary (oxygen) – demonstrates use of subject-specific terminology appropriate to informative texts]. Big rivers run through them and give water to plants. [Adverbial phrases (through them) and verb groups (run through, give water) describe processes – VCELY169]. Some animals like monkeys and birds live there. [Specific examples with conjunction ‘and’ for cohesion]. If we cut down rainforests, the animals have no home. [Cause-effect with conditional clause – introduces persuasive element subtly]. We should protect them by not throwing rubbish. [Action-oriented closing with modal verb ‘should’ and adverbial phrase].”
Alignment summary: Clear structure (introduction, body, conclusion) with precise vocabulary building on Level 2. Next step: add subheadings or bullet points for better organisation in future drafts.
Level 5: Persuasive Text – “Should Schools Have Longer Recess?”
Task Overview
Students compose a persuasive text arguing for longer recess, using arguments supported by reasons and modal language. Audience: school principal. Aligns with VCELY194 (create persuasive texts using simple noun and verb groups, adverbial phrases, and simple cohesive devices) and the achievement standard: “Students create persuasive texts demonstrating an awareness of personal, cultural, and social perspectives.”
Student Sample (Satisfactory Achievement)
“Dear Principal, I think schools should have longer recess. Right now, we only get 20 minutes, but we need more time to play and relax. First, longer recess helps us learn better. When we run around, our brains get fresh air and we can focus more in class. Studies show that kids who play more do better in tests. Second, it stops us from feeling tired. Short breaks make us grumpy, but extra time with friends makes us happy. Finally, it's fair because adults get lunch breaks too. Please make recess 30 minutes. Thank you, Alex.”
Annotated Sample
“Dear Principal, [Salutation for formal audience – appropriate register for persuasive texts]. I think schools should have longer recess. [Opinion with modal ‘should’ – introduces persuasive purpose (VCELY194)]. Right now, we only get 20 minutes, but we need more time to play and relax. [Contrast with conjunction ‘but’ for cohesion – emotive language (need)]. First, longer recess helps us learn better. When we run around, our brains get fresh air and we can focus more in class. [Enumerated argument with evidence – adverbial phrases and verb groups (VCELY194); references ‘studies’ for credibility]. Second, it stops us from feeling tired. Short breaks make us grumpy, but extra time with friends makes us happy. [Balanced cause-effect structure; emotive adjectives for engagement]. Finally, it's fair because adults get lunch breaks too. [Comparative argument – demonstrates social awareness]. Please make recess 30 minutes. [Clear call to action with imperative]. Thank you, Alex. [Polite closing – enhances formality].”
Alignment summary: Control of persuasive structure (orientation, series of arguments, reiteration) with effective use of cohesive devices. Aligns with V2.0's emphasis on purposeful writing. Next step: pair with a visual element (such as a poster) to enhance persuasive impact—multimodal composition is an expectation at Level 5.
How to Use These Samples in Your Practice
Moderation sessions
Bring these samples to team moderation meetings. They work best as calibration tools—use them to build shared understanding of what “satisfactory” looks like at each level before you assess your own students' work.
- Compare your students' writing against the sample to anchor your judgement.
- Identify the specific features that distinguish each achievement level.
- Discuss borderline cases as a team using the annotations as reference points.
- Record agreed-upon criteria you can reuse across your year level.
Planning and assessment
When designing writing units, refer to these samples to set expectations and align tasks with curriculum descriptors.
- Use the task overview as a starting point for designing your own assessment task.
- Build success criteria directly from the achievement standard language in the annotations.
- Share unannotated versions with students as models of quality work.
- Use the “next step” suggestions to inform your teaching focus.
Student feedback
Share appropriate samples with students (without annotations) to:
- Model text structures and language features before a writing task.
- Demonstrate how to address audience and purpose in their writing.
- Show what progression looks like across year levels.
- Build confidence through realistic, achievable examples.
Sources: Adapted from VCAA Victorian Curriculum V2.0 English resources and ACARA work sample portfolios.
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