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Students make choices about which adjectives to use to create a poem about a school of fish. A video clip provides the stimulus for this task.

This punctuation resource is on the use of brackets. Students explain when brackets are used, then insert them into four sentences.

This task assesses the initial knowledge and understanding associated with correct use of speech marks for direct speech, i.e., identifying the words spoken. Students are required to identify the words spoken in four sentences by recording them in speech bubbles.

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

Students write arguments for and against school rules.

Students are assessed on their knowledge of parts of speech. They work through a short text and identify the nouns, verbs, adjectives, and adverbs.

Students select answers that demonstrate their understanding of alphabetical order.

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

Students read some examples of metaphors that have been extended then write their own. They also reflect on why writers use metaphors.

This task assesses students' ability to provide examples of different parts of speech (noun, verb, adjective, adverb) in the context of writing two four-word alliteration poems.

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

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'.

This task has students writing about themselves. Assessment focus: the use of capitals.

Students identify phrases within sentences which provide additional information, and enclose these phrases using commas.

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 explain why three sentences are ambiguous and rewrite them to make the meaning clearer.

For this NEMP task students look at a picture of a bicycle and write an advertisement to sell the bike in a newspaper column.

In this resource, students write instructions to match each photograph about making a pūrerehua. SJ-1-1-2001. Text provided.

This resource assesses grammar knowledge. Students identify the adjectives in a short story about making breakfast.

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

This punctuation resource has a focus on colons and semi-colons. Students insert colons into sentences and demonstrate their knowledge of differences between colons and semi-colons.

This resource assesses grammar knowledge. Students identify prepositions used in twelve sentences.