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Skills available for New Zealand year 9 English curriculum

IXL's year 9 skills will be aligned to the New Zealand Curriculum (2007) soon! Until then, you can view a complete list of year 9 objectives below.

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New Zealand Curriculum (2007): Level 4 (Listening, Reading, and Viewing) New Zealand Curriculum (2007): Level 4 (Listening, Reading, and Viewing)
New Zealand Curriculum (2007): Level 4 (Speaking, Writing, and Presenting) New Zealand Curriculum (2007): Level 4 (Speaking, Writing, and Presenting)
New Zealand Curriculum (2007): Level 5 (Listening, Reading, and Viewing) New Zealand Curriculum (2007): Level 5 (Listening, Reading, and Viewing)
New Zealand Curriculum (2007): Level 5 (Speaking, Writing, and Presenting) New Zealand Curriculum (2007): Level 5 (Speaking, Writing, and Presenting)

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2 Speaking, Writing, and Presenting

2.1 Processes and strategies
- 2.1.1 Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas.
  - 2.1.1.a uses an increasing understanding of the connections between oral, written, and visual language when creating texts;
  - 2.1.1.b creates a range of texts by integrating sources of information and processing strategies with increasing confidence;
  - 2.1.1.c seeks feedback and makes changes to texts to improve clarity, meaning, and effect;
  - 2.1.1.d is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.
2.2 Purposes and audiences
- 2.2.1 Show an increasing understanding of how to shape texts for different purposes and audiences.
  - 2.2.1.a constructs texts that show an awareness of purpose and audience through deliberate choice of content, language, and text form;
    - Which sentence is more formal? (7-C.1)
    - Positive and negative connotation (7-T.2)
  - 2.2.1.b conveys and sustains personal voice where appropriate.
    - Positive and negative connotation (7-T.2)
2.3 Ideas
- 2.3.1 Select, develop, and communicate ideas on a range of topics.
  - 2.3.1.a forms and communicates ideas and information clearly, drawing on a range of sources;
  - 2.3.1.b adds or changes details and comments to support ideas, showing thoughtful selection in the process;
  - 2.3.1.c ideas show increasing awareness of a range of dimensions or viewpoints.
2.4 Language features
- 2.4.1 Use a range of language features appropriately, showing an increasing understanding of their effects.
  - 2.4.1.a uses a range of oral, written, and visual features to create meaning and effect and to sustain interest;
  - 2.4.1.b uses a range of vocabulary to communicate precise meaning;
  - 2.4.1.c demonstrates a good understanding of spelling patterns in written English, with few intrusive errors;
  - 2.4.1.d uses a wide range of strategies to self-monitor and self-correct spelling;
  - 2.4.1.e writes with increasing speed and endurance to suit the nature of the task and its purpose, without significant loss of legibility;
  - 2.4.1.f uses a range of text conventions, including grammatical conventions, appropriately, effectively, and with increasing accuracy.
2.5 Structure
- 2.5.1 Organise texts, using a range of appropriate structures.
  - 2.5.1.a achieves some coherence and wholeness when constructing texts;
  - 2.5.1.b organises and sequences ideas and information for a particular purpose or effect;
  - 2.5.1.c uses a variety of sentence structures, beginnings, and lengths for effect.

New Zealand

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Actions

2 Speaking, Writing, and Presenting

2.1 Processes and strategies

2.1.1 Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas.

2.1.1.a uses an increasing understanding of the connections between oral, written, and visual language when creating texts;

2.1.1.b creates a range of texts by integrating sources of information and processing strategies with increasing confidence;

2.1.1.c seeks feedback and makes changes to texts to improve clarity, meaning, and effect;

2.1.1.d is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.

2.2 Purposes and audiences

2.2.1 Show an increasing understanding of how to shape texts for different purposes and audiences.

2.2.1.a constructs texts that show an awareness of purpose and audience through deliberate choice of content, language, and text form;

2.2.1.b conveys and sustains personal voice where appropriate.

2.3 Ideas

2.3.1 Select, develop, and communicate ideas on a range of topics.

2.3.1.a forms and communicates ideas and information clearly, drawing on a range of sources;

2.3.1.b adds or changes details and comments to support ideas, showing thoughtful selection in the process;

2.3.1.c ideas show increasing awareness of a range of dimensions or viewpoints.

2.4 Language features

2.4.1 Use a range of language features appropriately, showing an increasing understanding of their effects.

2.4.1.a uses a range of oral, written, and visual features to create meaning and effect and to sustain interest;

2.4.1.b uses a range of vocabulary to communicate precise meaning;

2.4.1.c demonstrates a good understanding of spelling patterns in written English, with few intrusive errors;

2.4.1.d uses a wide range of strategies to self-monitor and self-correct spelling;

2.4.1.e writes with increasing speed and endurance to suit the nature of the task and its purpose, without significant loss of legibility;

2.4.1.f uses a range of text conventions, including grammatical conventions, appropriately, effectively, and with increasing accuracy.

2.5 Structure

2.5.1 Organise texts, using a range of appropriate structures.

2.5.1.a achieves some coherence and wholeness when constructing texts;

2.5.1.b organises and sequences ideas and information for a particular purpose or effect;

2.5.1.c uses a variety of sentence structures, beginnings, and lengths for effect.