Students create a 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 use figurative language to 'show' rather than 'tell'.
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.
The assessment focus is on the features of an explanation. Students explore and write an explanation of the impacts the food industry could have on improving health.
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 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 are required to read a poem to a small group. A preparation checklist for students is provided. A self-assessment guide for students and a parallel scoring guide for teachers are provided.
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 read about skinks and geckos and identify information relating to the similarities and differences between them. The information that students identify is rewritten in note form.