English Unit 3 · Assessment Exemplar

Paws at School

How can a strong proposal convince the principal?

Pets at School

How can we ask the principal clearly?

THE PROPOSAL Allow a carefully planned Pet Learning Day.

Part A · Write→Plan→Part B · Speak

1 Open with a picture — then make the request

MODEL INTRODUCTION

Imagine walking into school and seeing a calm dog beside its owner, a rabbit resting in a safe pen and a fish tank ready for observation. I believe our principal should allow students to bring approved pets to school for a special Pet Learning Day. With clear rules, pets could help us learn about care, responsibility and living things.

Imagine seeing a calm dog, a safe rabbit pen and a fish tank at school. Our principal should allow an approved Pet Learning Day. We could learn about animals and responsibility.

MINI-WHITEBOARDS FIRST

Which part tells the principal exactly what should happen?

Look for the sentence that names the audience's decision: should allow.

HOOK+OPINION+REASON PREVIEW

2 Turn a reason into a supported reason

REASON 1 · RESPONSIBILITY

First, a Pet Learning Day could teach us to care for animals. Students could prepare information cards about what their pet eats, needs and how to keep it safe. The Queensland Department of Education says schools have a duty of care and must protect animals from hunger, discomfort, pain and fear. This means the day would be a real lesson, not just playtime.

First, we could learn how to care for animals. We could explain what each pet eats and needs. Queensland school guidance says people must keep animals safe and comfortable. This would be learning, not only play.

CHOOSE, THEN EXPLAIN

Which detail makes this reason more trustworthy?

A strong supporting detail tells us where the information came from.

REASON→NAMED SOURCE→THIS MEANS…

3 Explain how the reason could work

REASON 2 · MEMORABLE LEARNING

Second, pets could make learning memorable and help students share knowledge. A student might explain how a bird uses its beak or how a guinea pig communicates. We could listen, ask questions and learn from one another. What better way to study living things than observing them carefully?

Second, pets could help us share what we know. A student could explain how a bird eats or how a guinea pig communicates. The class could observe, listen and ask questions.

BUILD THE EXPLANATION

Put the thinking chain in order

Start with the action students do. Finish with the learning result.

4 Treat a concern fairly — then solve it

The best response respects the concern and gives the principal rules that can be checked.

“These are fair concerns. However, the school could…”

“That worry is fair. However, clear rules could keep people and pets safe.”

5 Finish with a request the principal can act on

In conclusion, our principal should allow a carefully planned Pet Learning Day. It would teach responsibility, make learning memorable and let students share knowledge. With strong safety and welfare rules, we can protect people and pets. Please give us one trial day and let us show that paws, claws and fins can belong in learning!

Our principal should approve one planned Pet Learning Day. We could learn about animals while clear rules keep everyone safe. Please let us try one day.

A strong call to action is specific: approve one safe trial day.

6 Part A planning map

1 · AUDIENCE + OPINION

Principal: approve one planned Pet Learning Day.

2 · HOOK

Imagine calm, approved pets ready for learning.

3 · REASON + SUPPORT

Responsibility + official animal-welfare guidance.

4 · REASON + EXPLANATION

Observe → explain → ask → learn.

5 · CONCERN + RESPONSE

Allergies and safety + approval, handler, hygiene, no-contact option.

6 · CONCLUSION + ACTION

Restate, summarise and request one trial day.

Your turn: Keep the six jobs. Change the topic, audience, evidence and action.

Your turn: Use the same six steps for your own topic.

7 Part B voice coach

[LOOK AT THE PRINCIPAL · WARM TONE]

Imagine walking into school and seeing calm, approved pets ready for learning.

[PAUSE · FIRM VOICE · EMPHASISE THE REQUEST]

Our principal should allow one carefully planned Pet Learning Day.

[SLOW DOWN]

With clear rules, we can protect people and pets.

Partner rehearsal

00:45

Speaker: make two voice choices.

Listener: “Your clearest moment was…”

Revise: change one cue or one sentence.

8 Assessment-ready: can your audience follow the case?

Part A · Written

□ Clear audience and opinion

□ Hook and reason preview

□ Two reasons with supporting details

□ Fair concern and workable response

□ Specific call to action

Part B · Spoken

□ Use writing as a guide, not a script

□ Look at the audience

□ Pause at an important moment

□ Change pace, tone or volume for meaning

□ Rehearse, receive feedback and revise

EXIT: Improve this bare claim: “Pets at school would be good.” Add a reason, a supporting detail or a workable rule.

EXIT: Make this stronger: “Pets at school would be good because…”

Model evidence boundary: Queensland Department of Education animal-welfare, handling and classroom-visit guidance · checked 24 August 2026