Structure and language resources

Students identify and describe a local place they like to visit within a written report.

Students write a set of instructions after reading a science article about growing crystals. Students assess their own writing using the supports provided.

This transactional writing resource requires students to express their views about organ donation.

Students research and take notes in preparation for writing a biography of a famous New Zealander. Supports for this process and formative assessment points are given.

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.

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.

For this NEMP task students fill in a postcard about a holiday. Students' writing is assessed on postcard conventions, content, and legibility.

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

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.

Students write an advertisement to sell a kayak on a website.

Students first do the science activity Throwing Balloons 2 (PW2548) 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 writing task where they describe the balloon and what happened when it was 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 create character vignettes 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 create a 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 use figurative language to 'show' rather than 'tell'.