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New Zealand Curriculum · Year 6 · English · Writing

20 curriculum codes

Year-based views use the mapped 2025 sequence; curriculum-level views retain the legacy framework.

English

Writing

NZ-Y6-ENG-W-C-SSP-6 — opens in a new tab

use commas correctly, for certain complex sentences, when using phrases, when using transition words, and when adding appositives, independently

10 resources

NZ-Y6-ENG-W-C-SSP-7 — opens in a new tab

use speech marks, commas, and other associated punctuation correctly for direct speech, independently

6 resources

NZ-Y6-ENG-W-C-WTE-1 — opens in a new tab

draw on their own experiences and knowledge, as well as acquired knowledge, to write texts to entertain that:contain narrative elements: character, setting, problem/ purpose, plan, action, resolution, and conclusion
are well structured into paragraphs
develop the plot using transitional words or phrases
develop characters by including actions and feelings
may use shifts in time and several settings
use sensory details
provide a sense of closure that ends the story effectively

17 resources

NZ-Y6-ENG-W-C-WTI-1 — opens in a new tab

draw on their own experiences and knowledge, as well as acquired knowledge to write texts to inform that:
introduce a topic clearly, and group related information logically into paragraphs
include headings and visual elements to support the meaning of their writing
develop the topic with facts, definitions, details, and examples that support the main idea
use precise language and domain-specific vocabulary
begin to use words and phrases to clarify, illustrate, or compare ideas (e.g., especially, for example, in contrast)
provide concluding sentences related to the information or explanation

16 resources

NZ-Y6-ENG-W-C-WTP-1 — opens in a new tab

draw on their own experiences and knowledge, as well as acquired knowledge, to write texts to persuade that:introduce a topic and clearly state a position taken on it
organise writing into three or more paragraphs that have logically grouped ideas
order ideas/paragraphs that are supported by facts/details from strongest to weakest
use emotive words and phrases to persuade the reader to adopt their position
use a range of linking words (e.g., consequently, specifically) to link the opinion and reasons
provide a concluding paragraph related to the position taken on the topic

9 resources

NZ-Y6-ENG-W-TS-S-1 — opens in a new tab

spell words with less-common vowel and consonant graphemes (e.g., <ough>, <eigh>, <aigh>, <augh>, <kn>, <mb>, <sc> as /s/, <wr> as /r/), noting the unusual correspondences and where these occur in the word

9 resources