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How the resources are classified
The structure of the banks reflects the New
Zealand Curriculum statements in English,
Mathematics, and Science. Resources are classified by:
- learning strand
-
achievement objective/function
-
level
-
process skill/ integrating strand/ mathematical process.
In addition to these classifications each resource has been assigned a:
-
resource type
-
description
- set of "keywords" which can also be used as search terms.
You can search by one or more classification fields, a keyword, or a
combination of both.
Information on the classification system
When searching for resources, select the appropriate category from within
each tick box or drop-down menu.
English
(levels
2-5)
|
Strand |
Function |
Process |
|
Oral
Language
(ORAL)
Written
Language
(WRIT)
Visual
Language
(VIS)
|
Listening to texts (ListT)
Interpersonal listening (InterL)
Using texts (UseT)
Interpersonal speaking (InterS)
Close reading (CloseR)
Poetic writing (PoetW)
Transactional writing (TransW)
Viewing (View)
Presenting (Present) |
Exploring language
(Explore)
Thinking critically
(Think)
Processing information (Process) |
Maths (levels 2-5)
|
Strand |
Objective |
Process skill |
|
Number
(NUM)
Measurement
(MEA)
Geometry
(GEO)
Algebra
(ALG)
Statistics
(STA) |
Exploring number (Nbr)
Computation and estimation (Com)
Estimating and measuring (Est)
Time, rate, and change (Trc)
Shape and space (Sha)
Symmetry and transformations (Sym)
Patterns and relationships (Pat)
Equations and expressions (Equ)
Statistical investigations (Inv)
Interpreting statistical reports (Rep)
Probability (Pro) |
Problem solving (PR)
Logic and reasoning (LR)
Communicating mathematical ideas (MI) |
Science (levels 2-6)
|
Strand |
Objective |
Integrated strand |
|
Living
World
(LW)
Material
World
(MW)
Physical
World
(PW)
Planet
Earth &
Beyond
(PE)
|
Grouping and classifying (LW1)
Structure and function (LW2)
Changes to living things (LW3)
Interdependence - living things/environment
(LW4)
Grouping and classifying (MW1)
Relating properties of substances to use (MW2)
Permanent and temporary changes (MW3)
Interrelationships - chemicals/people/
environment (MW4)
Nature of physical phenomena (PW1)
Energy (PW2)
Trends, patterns, and relationships (PW3)
Physical phenomena in technology (PW4)
Processes which shape planet Earth (PE1)
Origin of planet Earth (PE2)
Relationship - Earth/system/universe (PE3)
Guardianship - Earth/resources (PE4) |
Nature of Science and its relationship to technology (NoS)
Focusing and planning (FP)
Reporting (RPT)
Information gathering (IG)
Processing and interpreting (PI) |
All resources for English, Maths and Science also have a classification by:
Resource type
Selected Response (SR)
Brief Constructed Response (BCR)
Longer Constructed Response (LCR)
Practical (Prac)
Oral Response (OralR)
Keywords
Each resource has been assigned a set of keywords which can be used as search
terms.
Description
A brief description of the task and assessment focus.
Learn how to construct a search using these classifications.
Additional information on the classification system
Resource type
The Assessment Resource Banks have five categories of resource
type:
Selected Response (SR). The response is selected from a range of
options incorporated in the resource.
Brief Constructed Response (BCR). The student constructs the response.
Short answers, such as a word or two, a number or two, or a phrase or brief
sentence, are the essence of a BCR. The brief sentence should encapsulate a
single main idea. Completing entries in tables, graphs, or diagrams, also
constitutes a BCR.
Longer Constructed Response (LCR). These have the same general
characteristics as a BCR but require a more extended response. The LCR is more
open-ended than the BCR, and inferences may be needed to determine relationships
within the task. Producing essays, debates, tables, graphs, mindmaps, or diagrams constitutes a
LCR.
Practical (Prac). These are based around a performance component involving
responses including, but additional to, paper-and-pencil. An investigation will
be undertaken, or a product will be completed.
Oral Response (OralR). These tasks require students to present a speech,
e.g., in a prepared, impromptu, or debating situation.
Keywords and description
Each resource has associated keywords and a description. These are designed to act
as the descriptors of the resource as well as being an additional vehicle for
searching. There is an online keyword list that can assist with finding the
appropriate keyword(s) to search for resources. Wherever possible, the keywords
are directly associated with the New Zealand curriculum statements.
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