Conflict and War

Assessment Schedule

Poetic Writing

(both story and poem)

LEVEL 3

Write on a variety of topics, shaping, editing, and reworking texts in a range of genres, and using vocabulary and conventions, such a spelling and sentence structure, appropriate to the genre 

Key Indicators

The student has: 

·	completed the story/3 poems, 
·	provided some evidence of editing between early drafts and the final draft, in response to stylistic and structural suggestions, 
·	used some vocabulary which relates to the main idea and purpose of the story and poems, 
·	given the reader some sense of voice and personality, 
·	proof read the work so that most spelling, sentencing, paragraphing, grammar and punctuation are correct. 

LEVEL 4

Write on a variety of topics, shaping, editing, and reworking texts in a range of genres, expressing ideas and experiences imaginatively and using appropriate vocabulary and conventions, such as spelling and sentence structure 

Key Indicators

The student has: 

·	completed the story/3 poems, 
·	provided evidence of editing between early drafts and the final draft, in response to stylistic and structural suggestions, 
·	used some figurative language and vocabulary which relates to the main idea and purpose of the story and poems, 
·	shown some imaginative awareness of the situation being written about or given the reader some sense of voice and personality., 
·	proof read the work so that most spelling, sentencing, paragraphing, grammar and punctuation is correct. 

LEVEL 5

Write on a variety of topics, shaping, editing, and reworking texts in an extended range of genres, selecting appropriate language features and using conventions of writing accurately and confidently 

Key Indicators

The student has: 

·	completed the story/3 poems, 
·	provided obvious evidence of editing between early drafts and the final draft, in response to stylistic and structural suggestions, 
·	used figurative language and vocabulary which is often vivid and realistic and relates well to the main idea and purpose of the story and poems, 
·	shown imaginative awareness of the situation being written about or given the reader a sense of voice and personality. 
·	proof read the work so that most spelling, sentencing, paragraphing, grammar and punctuation is correct and the writing is suitable for publication in a class magazine. 

Presenting

LEVEL 3 

Use verbal and visual features to communicate information, ideas, or narrative through layout drama, video, or still photography. 

Key Indicators

The student has:

·	used both words and images to communicate ideas, 
·	demonstrated understanding of layout techniques through effective use of visual features to communicate a message, 
·	used basic techniques of layout and colour. 

LEVEL 4

Combines verbal and visual features to communicate information, ideas, or narrative through drama, video, computer, or other technologies and media. 

Key Indicators

The student has:

·	used words and images to communicate meanings and ideas, 
·	demonstrated effective use of layout techniques to create particular verbal and visual features to communicate a 'message', 
·	used colour appropriately and with relevance, 
·	demonstrated a narrative/theme/message that is obvious to the viewer. 

LEVEL 5 

Use and combine verbal, visual, and dramatic features to communicate information, ideas, or narrative to an identified audience. 

Key Indicators

The student has:

·	identified, analysed and used words and images  to combine meanings and ideas, 
·	demonstrated effective use of layout techniques to create particular verbal and visual features to communicate a 'message' to an identified audience, 
·	communicated information to the viewer, 
·	used colour effectively to tie the visual and verbal features together. 

Transactional Writing

LEVEL 3

Write instructions, explanations, and factual accounts, and express personal viewpoints, in a range of authentic contexts, sequencing ideas logically. 

Key Indicators

·	There is evidence of the editing process being completed during the drafting stage. 
·	Paragraphs attempted. 
·	Ideas flow within the paragraph. 
·	A viewpoint is stated. 
·	Some camera shots, sound or music techniques are identified. 
·	Is able to state some events that took place in the film. 

This essay will be lacking in structure, but will make general comments about the film. Some comment about camera shots will he used, but too general, no back up will be included. 

LEVEL 4

Write instructions, explanations, and factual accounts, and express and explain a point of view, in a range of authentic contexts, organising and linking ideas logically and making language choices appropriate to the audience. 

·	Evidence of drafting and editing. 
·	Mechanically sound, few errors. 
·	Paragraphs used and an attempt made to link between them. 
·	Ideas will flow from one paragraph to another (linking words or terms). 
·	Viewpoints will be stated and there is an attempt to justify them. 
·	Identification of some camera shots as well as other techniques. 
·	Some evidence of examples and explanation to support these. 
·	Formal language is used. 

This essay will be mechanically sound with few mistakes. There will be description of some scenes where shots, lighting etc. are used, but there will be a lack of discussion as to why these help to make the film realistic or why they were used. The lack of depth in the discussion will be obvious. 

LEVEL 5

Write coherent, logical instructions, explanations, and factual accounts, and express and argue a point view, linking main and supporting ideas, and structuring material in appropriate styles in a range of authentic contexts. 

Key Indicators

·	Editing process completed. 
·	Linking words and terms used effectively to provide a link between the ideas of each paragraph (topic sentences). 
·	Main and supporting ideas are linked, the SEX method is obvious (statement, explanation and example) provide enough depth for the discussion on how the techniques are relevant and realistic. 
·	Identification of a wide range of film techniques used by the director. 
·	Establishes how the techniques create a realistic, effective film. 

This essay will have depth in the discussion on how the techniques of the director are used to make the film realistic. There will very few mechanical errors, and there is an obvious linking between ideas discussed. Quotes may be used to support any comment on dialogue. Introduction and conclusion are evident. 

LEVEL 6

Write clear, coherent instructions, explanations, and factual reports and express and justify a point of view persuasively, structuring material confidently, in appropriate styles for different audiences, in a range of authentic contexts. 

Key Indicators

·	All of the above. 
·	Justify their viewpoint on why techniques are used and the overall effect of the film on its audience. 
·	Confident structuring of material - ideas flow from one to the other in appropriate order. 
·	Structure of the essay is appropriate, includes appropriate introduction and conclusion. 

This essay will be able to evaluate and justify the writer's point of view. There will be personal comment in formal writing, and this will be supported by the relevant evidence provided. A very extensive range of techniques and ideas will be discussed. 

© Ministry of Education, Wellington, New Zealand (First published 1998)