Structure and language resources

A writing task, where students argue a case for or against single sex education, discussing and defending their point of view.

For this NEMP task students write a letter to a bookshop requesting information about a book.

Students express interest in a job by writing a letter and a message to leave on an answer phone.

Students design an advertisement to sell a bike.

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

For this NEMP task students fill out an application form for an after school job.

Students create a vignette with a focus on writing that is brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students place photos of a canoe trip in order, then use them to write a narrative with a beginning, middle and end.

Students first do the science activity Throwing balloons 3 or Throwing balloons 4 where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this resource's writing task where they describe the balloon and what happens when it is thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

Students produce a simple written description, using nouns and adjectives with some precision.

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

Students explore the issue of school uniforms, developing arguments around it from different points of view.

Students produce a simple written description, using nouns and adjectives with some precision.

For this NEMP task students write a thank you letter to the Playground Trust. The letter is assessed on letter conventions, content, and language.

Students use a given example of a blurb about a book to create their own blurb for a book of their choice.

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.

Students write an invitation to a party.

Students create a character vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students produce a simple written description, using nouns and adjectives with some precision.

Students are provided with information about the structure of a haiku poem. They identify the syllables in another haiku poem, and then write their own.

Students place photos in order, then use them to write a narrative with a beginning, middle and end.

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 produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

Students place photos in order, then use them to write a narrative with a beginning, middle, and end.