Students read a narrative about a girl who behaves like an overly enthusiastic parent and her father who behaves like a reluctantly involved adolescent. They use and evaluate evidence from the text, alongside their background knowledge, to complete the task.
After reading a narrative about a shrewd boy, students identify evidence in the text that supports their thinking. Assessment focus: analysing and evaluating a character and the author's construction of him. (There is a link to the text used for this resource in the Task administration section of the Teacher information pages.) Reading age 8-9.
After reading a narrative that explores family dynamics, students identify evidence in the text that supports their thinking. Assessment focus: analysing and evaluating a character and the author's construction of him. (There is a link to the text used for this resource in the Task administration section of the Teacher information pages.) Reading age 8-9.
Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important and give reasons for the choice.
Task: Make observations from a photograph, identify potential problems giving reasons, decide which problem is the most important and give reasons for the choice. Assessment focus: observing, identifying risk.
Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.
Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.
Assessment focus: ability to critically analyse and interpret a visual text, based on individual perception and the use of descriptors (visual/verbal/sound etc) to illustrate interpretation.
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 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'.
Choose which toy vehicle will roll further, and explain why. The two vehicles are set up under different conditions (ramps at different slopes, rolling onto different surfaces at the bottom). Assessment focus: science explanations using ideas about forces and energy.
Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.
Students review their knowledge of greenhouse gases and the effects of global warming. They identify areas where they are unsure, as well as things they know.
Task: Choose images to enhance a science text about an adaptation of kererū, compare the messages of images, and reflect on the role of illustrations in science texts. Assessment focus: using and interpreting images in science texts.
This comprehension task assesses student ability to find the main idea of a transactional text about a Māori naturalist/scientist. Students are asked to read a text, identify the main idea from three choices provided, and then justify why they think their choice is right.
Assessment focus: finding important information and the main idea of an informational text. The text used is about an introduced species of fish which has become a pest.