These writing assessment resources from the ARBs have been mapped to the key foci from 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 | 15 | 10 |
| Organisation | 0 | 1 | 3 | 12 | 10 |
| Vocabulary | 8 | 14 | 5 | 1 | 4 |
| Sentence structure | 2 | 6 | 2 | 5 | 2 |
| Punctuation | 2 | 9 | 18 | 8 | 1 |
| Spelling | 0 | 2 | 5 | 3 | 0 |
| Grammar use | 3 | 4 | 3 | 0 | 1 |
| Grammar knowledge | 0 | 0 | 7 | 7 | 3 |
| 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. |
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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
Resources
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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)
Resources
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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
Resources
Resources
| 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. |
Resources
- Party invitation
- Bike for sale
- Selling a kayak
- Make a pūrerehua (Spinner)
- Bookshop letter
- Postcard
- Thank you letter
- Balloon throwing I
- Describe this scene
- Describe this person
- A canoe story
- Describing kittens
- Describing dogs
- A pumpkin story
- Building a deck
- Describing Hot-Air Balloons
- Describing Kites
- Describing Chinese Dragons
- Describing Racing Cars
- Describing butterflies
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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
Resources
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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)
Resources
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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
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- Apostrophes
- Writing a conversation
- Punctuation
- Using capital letters II
- Writing sentences
- Using Capital Letters in Titles 1
- Using Capital Letters in Titles II
- Emailing a pen pal
- Speechmarks
- Contractions
- Writing a letter
- Using apostrophes
- Writing a conversation II
- Using commas
- Contractions II
- Using commas II
- Summer holidays
- Bike ride on the beach