Creating meaning resources

Students are provided with information about the structure of a haiku poem. They identify the syllables in another haiku poem, and then write their own.

Students prepare a 2 to 3 minute speech to inform, persuade, or entertain. A list of topics suitable for Year 7/8 students is provided. Assessment guides A and B are suitable for this task.

Students complete sentences by adding a given noun or pronoun and using an apostrophe as required.

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

Students place photos in order, then use them to write a narrative with a beginning, middle and end.

For this NEMP task students cut out and order a sequence of pictures and write captions to tell a story.

From a list of language techniques that writers use to emphasise a word or idea, students identify which ones have been used in some sentences and then write their own examples.

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.

Student read an extract from a speech that contains examples of a rhetorical question, exaggeration, understatement, allusion, and contrast. Using the examples from the speech to help them, students write a definition of each language feature..

Students are required to identify arguments for and against keeping animals in zoos and then use these to write a paragraph expressing their point of view about this issue.

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

The focus of this resource is on selecting prepositions appropriate to the context.

This resource provides information on students’ ability to write a string of adjectives in the correct order.

Students study a short transcript of part of a debate and answer six short questions on debating techniques and procedures.

For this NEMP task students read a poem about 'Me' and then write a poem about their own 'special self'.

Students prepare an oral book review. The assessment focus is on the ability to summarise, read fluently, and promote the book. Oral Language Assessment Guide C is suitable for this task.

A student speaks to another student or a small group about a news article. Two scoring guides are provided.

Students use a video clip as the stimulus for completing a poem. Scaffolds are provided for this process.

The context for this oral assessment is an informative speech about a famous person. ARB scoring guides A, B, and C are suitable for this task.

Students place photos in order, then use them to write a narrative with a beginning, middle, and end.

Using a picture as stimulus, students use nouns and verbs to create well-formed sentences.

Students choose a proverb from a list, then prepare and make a short speech explaining the proverb's message. The assessment focus is on explaining an idea, using an example and personal opinion. ARB scoring guides B and C are suitable for this task.

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

Students explore the literary device used in the poem title, choose their own phrase, and visually present it. They obtain feedback from a class member. Annotated student work samples are provided.

This resource provides information on students’ ability to write a string of adjectives in the correct order.