English ARBs and key writing focus

These writing assessment resources from the ARBs have been mapped to the key foci from the 2009 National Standards Writing progressions and the Literacy Learning Progressions.

Focus Level 1 Level 2 Level 3 Level 4 Level 5
Ideas 0  0  1  1  2 
Structure and language 7 20 7 14 10
Organisation 0 1 2 12 10
Vocabulary 8 11  5  1  4 
Sentence structure 1 5 2 5 2
Punctuation 2 9 16 4 1
Spelling 0 2 4 3 0
Grammar use 0 1 3 0 1
Grammar knowledge 0 0 7 7 4
Component: 
Ideas Year 1-2 (Level 1)
After one year at school, students will create texts as they learn in a range of contexts across the New Zealand Curriculum within level 1. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. After two years at school, students will create texts in order to meet the writing demands of the New Zealand Curriculum at level 1. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.
 
Ideas Year 3-4 (Level 2)

After three years at school, students will create texts in order to meet the writing demands of the New Zealand Curriculum as they work towards level 2. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

By the end of year 4, students will create texts in order to meet the writing demands of the New Zealand curriculum at level 2. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

Relevant Literacy Learning Progression/s

After Three Years at School

When students at this level create texts, they:

  • Create content, mostly relevant, that conveys several experiences, items of information, and/or ideas relating to the topic or task and that sometimes includes details and/or comment

They draw on knowledge and skills that include:

  • Using increasingly specific words and phrases (e.g., adjectives and more precise nouns and verbs) that are appropriate to the content of the text.

By the End of Year 4

When students at this level create texts, they:

  • Create content that is mostly relevant to the curriculum task, covers a range of ideas, experiences or items of information, and often includes details and/or comment that supports the main points

They draw on knowledge and skills that include:

  • Using vocabulary (in particular, nouns, verbs, adjectives, and adverbs) that clearly conveys ideas, experiences, or information
Ideas Year 5-6 (Level 3)

By the end of Year 5, students will create texts in order to meet the writing demands of the New Zealand Curriculum as they work towards level 3. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

By the end of Year 6, students will create texts in order to meet the writing demands of the New Zealand Curriculum at level 3. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

Relevant Literacy Learning Progression/s

By the End of Year 6

When students at this level create texts, they:

  • Generate content that is usually relevant to the task, supporting or elaborating their main ideas with detail that has been seleted with care

They draw on knowledge and skills that include:

  • Selecting vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image)
Ideas Year 7-8 (Level 4)

By the end of Year 7, students will create texts in order to meet the writing demands of the New Zealand Curriculum as they work towards level 4. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

By the end of Year 8, students will create texts in order to meet the writing demands of the New Zealand Curriculum at level 4. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

Relevant Literacy Learning Progression/s

By the End of Year 8

When students at this level create texts, they:

  • Create content that is concise and relevant to the curriculum task, often including carefully selected detail and/or comment that supports or elaborates on the main points

They draw on knowledge and skills that include:

  • Using language that is appropriate to the topic, audience, and purpose (e.g., expressive, academic or subject-specific vocabulary) and discussing these language choices using appropriate terms, such as register and tone
  • Deliberately using written language features (e.g., rhetorical questions and metaphors) and visual language features to engage the audience and/or convey meaning
Ideas Year 9-10 (Level 5)
Structure and language
After one year at school, students will create texts as they learn in a range of contexts across the New Zealand Curriculum within level 1. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. After two years at school, students will create texts in order to meet the writing demands of the New Zealand Curriculum at level 1. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.
 
Structure and language Year 3-4 (Level 2)

After three years at school, students will create texts in order to meet the writing demands of the New Zealand Curriculum as they work towards level 2. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

By the end of Year 4, students will create texts in order to meet the writing demands of the New Zealand curriculum at level 2. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

Relevant Literacy Learning Progression/s

After Three Years at School

When students at this level create texts, they:

  • Create content, mostly relevant, that conveys several experiences, items of information, and/or ideas relating to the topic or task and that sometimes includes details and/or comment

By the End of Year 4

When students at this level create texts, they:

  • Create content that is mostly relevant to the curriculum task, covers a range of ideas, experiences, or items of information, and often includes detail and/or comment that supports the main points

They draw on knowledge and skills that include:

  • using language and a simple text structure that are appropriate for the purpose, e.g., an orientation, sequenced events described in the past tense, and linking words to show sequence (for a recount)
  • using vocabulary (in particular, nouns, verbs, adjectives, and adverbs) that clearly conveys ideas, experiences, or information
Structure and language Year 5-6 (Level 3)

By the end of Year 5, students will create texts in order to meet the writing demands of the New Zealand Curriculum as they work towards level 3. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

By the end of Year 6, students will create texts in order to meet the writing demands of the New Zealand Curriculum at level 3. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

Relevant Literacy Learning Progression/s

By the End of Year 6

When students at this level create texts, they:

  • Generate content that is usually relevant to the task, supporting or elaborating their main ideas with detail that has been seleted with care

They draw on knowledge and skills that include:

  • Using an overall text structure that is appropriate for their purpose, e.g., an orientation, a problem, a climax and a satisfying resolution (for a narrative) and an introduction, a series of main points, and a logical conclusion (for a report)
  • Selecting vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image)
Structure and language Year 7-8 (Level 4)

By the end of year 7, students will create texts in order to meet the writing demands of the New Zealand Curriculum as they work towards level 4. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

By the end of year 8, students will create texts in order to meet the writing demands of the New Zealand Curriculum at level 4. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

Relevant Literacy Learning Progression/s

By the End of Year 8

When students at this level create texts, they:

  • Create content that is concise and relevant to the curriculum task, often including carefully selected detail and/or comment that supports or elaborates on the main points

They draw on knowledge and skills that include:

  • Deliberately choosing a clear and logical text structure to suit their purpose and audience, sometimes innovating in order to achieve this
  • Using language that is appropriate to the topic, audience, and purpose (e.g., expressive, academic or subject-specific vocabulary) and discussing these language choices using appropriate terms, such as register and tone
Organisation Year 1-2 (Level 1)

Resources

Organisation Year 3-4 (Level 2)
Organisation Year 5-6 (Level 3)
Vocabulary Year 7-8 (Level 4)
Vocabulary Year 9-10 (Level 5)
Sentence structure Year 1-2 (Level 1)
Sentence structure Year 5-6 (Level 3)
Sentence structure Year 7-8 (Level 4)
Sentence structure Year 9-10 (Level 5)
Punctuation Year 1-2 (Level 1)
Punctuation Year 7-8 (Level 4)
Punctuation Year 9-10 (Level 5)
Spelling Year 1-2 (Level 1)
Spelling Year 3-4 (Level 2)
Spelling Year 5-6 (Level 3)
Spelling Year 7-8 (Level 4)
Spelling Year 9-10 (Level 4)
Grammar use Year 1-2 (Level 1)

Resources

Grammar use Year 3-4 (Level 2)
Grammar use Year 5-6 (Level 3)
Grammar use Year 7-8 (Level 4)
Grammar use Year 9-10 (Level 5)
Grammar knowledge Year 1-2 (Level 1)
Grammar knowledge Year 3-4 (Level 2)
Grammar knowledge Year 9-10 (Level 5)