Y05W07PA - How This Game Works

This week you wrote a report on how a sport or game works. Now you'll read another student's report and decide how strong it is. Seeing someone else's writing helps you spot what makes an explanation clear — then use those moves in your own work.

Part 1

The Assessor Scorecard for

Informative – Information report

Markers look for reports that explain something new in a way any reader can grasp. Check each strand below to see what strong work looks like.

Ideas & Content

The key facts a new reader needs, not everything you know. The goal, the rules, the gear, and what makes it fun or hard. Exact, useful information — not just "it's fun."

  • Useful facts: exact facts chosen so a new reader can really picture the game.

Structure & Cohesion

A clear opening that names the topic and gives an overview. Distinct sections — goal, rules, gear, skills — in a sensible order. A closing that ties the picture together.

  • Logical sequence: clear sections by topic with an opening and closing that frame the report.

Audience & Purpose

Words a Year 5 reader could follow — no expert jargon. Technical terms defined when you have to use them. A welcoming tone that explains step by step.

  • Reader match: an explanation pitched to a new reader with friendly, clear words.

Language Choices

Exact verbs that show action — "a player throws," not "it is thrown." Technical terms defined the first time you use them. Short, clear sentences over long, twisty ones.

  • Clear precision: exact words a new reader can follow, with tricky terms explained.

Conventions

Spelling that's correct all the way through. Full stops and commas placed to make meaning clear. Sentences that vary in length to keep the reader with you.

  • Polished mechanics: correct spelling, punctuation and grammar that signals care and knowledge.

Part 2

Today’s Marking Targets

Task in one sentence

Write a report on how a sport or game works, the gear needed, and what makes it fun or challenging.

You are writing for readers your own age who have never tried the activity you are explaining. Your task is to provide all the information they would need to understand the activity: what the objective is, how it works, what equipment or space is required, and what skills or challenges are involved. You are not writing instructions for how to play (which would be step-by-step: first do this, then this); you are writing an explanation of how the activity works overall. Specificity matters: do not assume readers know what a 'point' means in your sport, or what equipment is standard. Explain as if your readers know nothing. The tone should be encouraging and informative, inviting readers to understand and perhaps try the activity.

Let’s Focus

Two strands matter most this week: Language Choices and Ideas & Content. Picking the right facts and using exact words go together. Clear words can't save missing facts. The right facts can't help if the words are vague. Strong work has both.

Language Choices

Strong writing this week uses exact, clear words. Active verbs like "a player throws the ball" beat "the ball is thrown." Define any term a new reader wouldn't know — "an out, meaning you're no longer in play." Short sentences make every point land.

What markers scan for

  • Active verbs that show clear action — "a player throws," not "it is thrown."
  • Technical terms defined the first time you use them.
  • Short, clear sentences over long, twisty ones.
  • A tone that's informative and welcoming, not bossy.

Score Bands

  • Basic

    Words are mostly clear but some verbs are vague or tricky terms aren't explained.

  • Strong

    Verbs are exact, terms are explained, and sentences stay clear and easy to follow.

  • Excellent

    Every word earns its spot, with active verbs and terms explained naturally throughout.

Ideas & Content

Strong writing this week picks the right facts. A new reader needs the goal, the rules, the gear or space, the skills, and what makes the game fun or hard. Leaving out scoring or rules makes the picture incomplete. Each fact should be exact, not vague.

What markers scan for

  • The goal of the game named clearly.
  • The basic rules so a reader can picture play happening.
  • Gear and space — named exactly, not vaguely.
  • What makes the game fun or hard for the people playing.

Score Bands

  • Basic

    Some key facts are clear but others are missing or vague, leaving gaps in the picture.

  • Strong

    Goal, rules, gear and what makes it fun are all covered with exact, useful detail.

  • Excellent

    All key facts fit together so the reader fully pictures the game and sees its appeal.

Now read · Student sample

How This Game Works

Year 5 sample · ~150 words

Student sample for assessment

Written by a Year 5 student in Werribee, Victoria, Australia.

Basketball is a sport played by two teams of five players on a rectangular court. The object is to shoot the ball through the hoop at each end of the court. The team that scores the most points wins the game.

The game needs a ball, two hoops mounted ten feet above the ground, and a hard flat court. You can play outdoors or indoors. The court is marked with lines that show where players can stand and shoot from.

Basketball is enjoyable because it is fast and exciting. Players must run, jump, and move quickly to get the ball. You can play alone to practise, or with friends on a team. The game teaches you teamwork because players must pass to each other to score.

Basketball is challenging because you need to be accurate when you shoot. The ball must go through the hoop from a distance. It requires strength in your arms and legs. Defence is also hard because players must watch the other team carefully and stop them from scoring.

Many people enjoy basketball because it is fun to play with a group. You can start learning at any age.