After Two years of School students should be able to:


The writing standard

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.


Key characteristics of students' writing at this level

Students will understand their purpose for writing and will write using a process and drawing on the knowledge, skills, and attitudes that will help them achieve their purpose. The knowledge, skills, and attitudes expected at this level, including those needed for spelling and punctuation, are described in the Literacy Learning Progressions.
Students will independently write simple texts. These texts will include, when appropriate:
  • experiences, information, and/or ideas that relate to a curriculum topic, supported by some (mostly relevant) detail and/or personal comment
  • mainly simple and compound sentences that have some variation in their beginnings
  • simple conjunctions correctly used
  • mainly personal content vocabulary, as well as words and phrases that are drawn from the student’s oral vocabulary and from the book language that they know
  • some attempts at variety and precision in the use of adjectives, nouns, and verbs.


Illustrating the writing standard

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‘The Tupperware Party’
The task exemplifies the writing demands of the English curriculum at level 1.
The students have been writing independently about a personal experience. They have been learning how to use planning tools, such as oral recounting, brainstorming, listing and sequencing ideas, and using simple pictures.
This is the student’s first draft. Features of the writing that demonstrate the standard are described below.
This example illustrates the sorts of writing that teachers can expect of students who are meeting the standard. To meet the standard, students draw on the knowledge, skills, and attitudes for writing described in the Literacy Learning Progressions for students at this level.



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‘Stories along the River’
The task exemplifies the writing demands of the English and social sciences curriculum learning areas at level 1.
The learning context is a social studies inquiry into how and why people record information about special places, in this case, the Waikato River. The students have been for a walk along the river to look for ways in which important features of the river have been recorded. The students are working in groups to discuss what they have found out, but they are writing their own statements to share with their syndicate.
These are the student’s first drafts. Features of the writing that demonstrate the standard are described below.
This example illustrates the sorts of writing that teachers can expect of students who are meeting the standard. To meet the standard, students draw on the knowledge, skills, and attitudes for writing described in the Literacy Learning Progressions for students at this level.