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 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 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 an extract from the narrative 'The Adventures of Huckleberry Finn' and answer a combination of multiple-choice and short answer questions.
Students complete a tree diagram to illustrate all the different combinations of height and colour of four candles and evaluate probabilities for some combinations.
Students use substitution into equations to evaluate the number of blocks and total surface areas in shapes of different heights.
The stimulus can be used as a challenging task to try and derive the rules from the spatial pattern. This is classified as Patterns and Relationships.
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.
Task: Predict which of three balls dropped from different heights will squash most, explain why, and design an investigation to test prediction. Assessment focus: acceleration and fair testing.
For this practical task students write a plan to find out if a microwave has a 'hot spot'. Students carry out their plan, collect, and interpret results.
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.