In this Assessment Activity, ākonga are invited to use the idea of ‘contrast’ as a starting point for writing. Kaiako may support ākonga in choosing a focus that is relevant to them and aligned with the writing component of the teaching and learning programme. 

Ākonga may choose from a variety of text types. For example, ākonga may: 

• write from the point of view of contrasting characters in a text studied in class 
• write a description of a contrasting settings ākonga may have experienced 
• write a non-fiction piece that explores two contrasting points of view on an issue 
• explore the idea of contrast within other aspects of personal experience. 

Examples of text types suitable for this Assessment Activity include: 

• descriptions 
• narratives 
• poems 
• personal accounts 
• opinion pieces 
• reviews 
• personal essays 
• other appropriate text types. 

Kaiako should guide ākonga to select the text type that will best enable them to meet the Achievement Criteria. 

Ākonga should be ready for assessment before beginning this Assessment Activity. This includes kaiako providing a range of ‘hands on’ opportunities to apply the writing process (planning, drafting, editing) throughout the teaching and learning programme. Ākonga should be equipped with strategies to support them through the writing process. 

Kaiako should encourage ākonga to demonstrate control over their ideas and language selections through concise and precise writing. Exceeding the recommended word-length may limit their ability to show they can control language convincingly and effectively. 

To be considered for assessment, poetry or other short pieces of writing must be of sufficient length to demonstrate development of ideas and use of stylistic conventions. Accordingly, ākonga may need to submit two or more pieces to provide sufficient evidence for the Achievement Standard. Connecting these pieces by theme or subject matter may assist ākonga to provide sufficient evidence for the development of ideas. 

Kaiako should be aware of the Conditions of Assessment regarding appropriate evidence, particularly in relation to written work produced for formative or summative assessment in other standards and subjects. 

Writing for this assessment must be the student’s own work. To ensure the authenticity of the writing, kaiako should closely supervise a ‘hands off’ writing process. Ākonga must not use any form of generative AI or other tools that can automatically generate content at any stage of the writing process. Spellcheckers and non-generative grammar checkers are permissible. 

Kaiako feedback on writing for submission must be limited to general comments, in relation to the achievement standard, with no reference to specific details or examples. 

Ākonga may submit a concise Statement of Intent for their writing. The Statement of Intent is not assessed but may support ākonga planning and help kaiako ensure authenticity. The statement could include: 

• the topic for the writing, and the type of text they intend to produce 
• the intended audience and purpose of the writing 
• the intended style, mood, or effect of the writing.