Y07W23PA - Reviving the School Kitchen Garden

This week you wrote an action plan for reviving the school kitchen garden. Now you'll read another student's plan and decide how clearly it identifies problems and proposes practical steps. Looking at someone else's plan sharpens your own.

Part 1

The Assessor Scorecard for

Transactional – Action plan

Markers look for plans that prove a problem exists and that the solution is practical. Structure matters — readers need to follow the logic and see what each stage needs.

Ideas & Content

Real problems identified with specific evidence. Solutions developed enough to feel achievable. Writer shows genuine problem-solving, not wishful thinking. No vague problems or solutions that sound good but won't work.

  • Feasibility: solutions are practical and achievable.

Structure & Cohesion

Opens by naming the problem and its scope. Separate sections develop each proposed action. Explains resources and support each step needs. Reader always knows where they are in the plan.

  • Logic: clear sections with explicit connections between ideas.

Audience & Purpose

Written for a student committee who must judge if it works. Writer addresses this audience directly and answers questions. Language is professional but never stiff. No talking down or assuming knowledge.

  • Clarity: the reader can follow the argument and judge it.

Language Choices

Precise language that builds confidence in the writer. Exact steps instead of vague phrases like "improve things." Words chosen for clarity, not flair. No ambiguous or fuzzy sentences.

  • Precision: exact, clear language throughout.

Conventions

Correct spelling, grammar and punctuation throughout. Numbered or bulleted sections used properly. Headings consistent and clear across the plan. Clean writing builds trust in the plan itself.

  • Professionalism: correct mechanics throughout; consistent formatting.

Part 2

Today’s Marking Targets

Task in one sentence

Write an action plan that identifies the kitchen garden's problems, proposes practical steps, and explains what each step needs to work.

Let’s Focus

Two strands matter most this week: Structure & Cohesion and Ideas & Content. You must identify real problems and propose solutions that address them directly. Clear sections, logical flow and links between ideas help the committee follow your thinking.

Structure & Cohesion

Strong writing this week uses clear sections and logical flow. Markers look for distinct parts — problem identification, then solutions with detail and steps. Strong plans make the argument easy to follow and show how each piece supports the whole.

What markers scan for

  • Distinct sections — problem first, then solutions.
  • Ideas developed in a logical order.
  • Each action connects to the problem named.
  • A committee member could follow and judge it.

Score Bands

  • Basic

    Sections run together; reader struggles to follow the argument.

  • Strong

    Sections are clear; problems and solutions match; argument is easy to follow.

  • Excellent

    Sections are clearly marked and deeply connected; the plan reads as a whole.

Ideas & Content

Strong writing this week names real problems with specifics and proposes solutions that can actually work. Markers look for proof the writer understands the problem and has thought through what's needed. Vague or unrealistic ideas weaken the plan.

What markers scan for

  • Problems named with specific supporting detail.
  • Solutions that are realistic and achievable.
  • Resources or changes required are explained.
  • Real constraints — time, people, cost — are recognised.

Score Bands

  • Basic

    Problems are vague; solutions are generic; constraints are ignored.

  • Strong

    Problems are specific; solutions are practical; constraints are addressed.

  • Excellent

    Problems are evidenced; solutions are smart and realistic; obstacles are anticipated.

Now read · Student sample

REVIVING THE SCHOOL KITCHEN GARDEN: AN ACTION PLAN

Year 7 sample · \~300 words

Student sample for assessment

Written by a Year 7 student in Glen Waverley, Victoria, Australia.

Problem Identification The kitchen garden has not been actively maintained for over two years. Participation dropped when Year 6 students graduated and took leadership roles with them. The space now has overgrown beds, broken fencing, and limited awareness among current students about what the garden is or could be. Without intervention, the garden will continue to deteriorate and the programme will likely be discontinued. Proposed Actions 1\. Establish a core group (Weeks 1–2) Form a sustainable "Garden Committee" of 6–8 interested students from Years 7 and 8. Recruit through targeted announcements in form time and direct invitations to students who have expressed interest in food, gardening, or sustainability. This small core group will manage the garden and plan activities. Without this committed group, any attempt will fail. 2\. Create a one-day restoration event (Week 3) Schedule a one-off working bee during a lunch period or after-school session. Recruit year-level helpers for clean-up: removing weeds, repairing raised beds, mending the fence. This removes the major barrier to starting — students are often willing to help for one focused event. Clear the space so that actual gardening can begin. 3\. Plan what to grow (Week 4) The Garden Committee decides what to plant, considering: what will grow in our climate, what connects to the food programme, what will be ready to harvest within one school term. Small, achievable crops (herbs, lettuce, tomatoes) create momentum. Consultation with the Food Technology teacher ensures alignment with the curriculum. 4\. Establish a maintenance schedule (Ongoing) The Garden Committee creates a rotating responsibility chart: who waters, who weeds, who harvests. Responsibilities rotate weekly so no student is overburdened. Weekly "garden slot" during the lunch roster ensures consistent care. A gardening guide pinned near the beds keeps new volunteers on track. Expected Outcome By Term 2, the kitchen garden will produce fresh vegetables for school events and Food Tech classes, rebuilding student investment in the programme. Momentum is maintained through visible success, not through ongoing appeals for help.