Organisation resources

For this NEMP task students write a letter to a company requesting some information.

Students write headlines for brief newspaper items. This task assesses student ability to summarise text as a headline.

Students write a report which gives details about a problem, gives reasons for the problem, and suggests how it might be fixed.

Students complete a mindmap to show they are able to group ideas.

Using the whare tapawhā model of hauora (well-being), students explore the different dimensions of health, and write an explanation of how each can be cared for. The assessment focus is on the features of an explanation.

This task is about topic, supporting, and summary sentences in paragraphs of explanation.

This task is about identifying the topic sentence, supporting sentences, and summary sentence in a paragraph of description.

This task is about topic, supporting, and summary sentences in paragraphs of persuasion.

Students reflect on notes taken during a rugby game to write an effective report. They also consider some features that will add effect to their report. A link to student support material is given under the "Working with Students" tab.

Students read about skinks and geckos and identify information relating to the similarities and differences between them. The information that students identify is rewritten in note form.

Students write an argument about the impact of rugby in New Zealand. The features of a written argument are the focus for this assessment. Links to self-assessment writing supports are given under the "Working with Students" tab.

Students read a story about rabbits and mark where the paragraph breaks should occur. The assessment focus is on organisation.

Students read a short narrative recount and indicate each place in which a paragraph break is needed.

Students read an essay on school uniforms then mark where the paragraph breaks should occur. The assessment focus is on organisation.

Students write an argument either for or against daily physical education in schools. Support materials and links to exemplars for writing an argument are given under the "Working with Students" tab.

Students choose the most appropriate topic sentence for a set of supporting sentences.

Students identify the topic sentence, supporting sentences and summary sentence in a given paragraph. They then write their own paragraph, working to include these elements.

The assessment focus is on the features of an explanation. Students explore and write an explanation of the impacts the food industry could have on improving health.

Students research and write a biographical recount on the life of a well-known New Zealander. Supports for this process and formative assessment points are given.