2014 English 202
Teacher
Student:
TAWA
COLLEGE
Tawa College
English Department
ENG 202
Student Handbook 2014
Guidelines and information
Achievement Standards
2014 English 202
Guidelines
and
Information
Procedures and Assessment
In order to preserve fairness and equity deadlines for assessment are to be taken very seriously. It is your
responsibility to meet the deadlines.
The due date is the due date. If you are going to be absent on the day the assessment is due because of
a class, school or sports trip, it is your responsibility to ensure that you have completed the assessment
before the due date and that you have told your teacher of your upcoming absence.
An assessment which is late receives a Not Achieved unless the lateness is related to:

A pre-arranged and school approved extended leave / activity

Illness supported by a doctor’s certificate

Circumstances accepted by the Principal’s nominee
Extensions will only be granted in relation to the above circumstances and need to be signed off by the
HOD English. The extension will be for a time period adequate to fairly complete the assignment.
Authenticity / Cheating
For Internally assessed standards you will be required to sign the Authentication Sheet (an example is at
the back of this booklet)
If there is doubt about your work you will be interviewed by the HOD English, who will talk to your parents /
caregivers if necessary.
In the case of formal assessments (common assessments and exams), if you are suspected of cheating
your work will be initialled by the supervisor of the exam. You will be allowed to complete the assessment
and the matter will be referred immediately to the HOD, who will interview you and your parents.
2014 English 202
Sign off and Appeals
When you have completed an assessment and you agree with the grade you will be asked to sign off your
result. Once you have done this you may not appeal the grade.
The assessment must be signed off within one week of receiving the final grade, unless you appeal that
grade. A copy of the Appeal Form is in this booklet.
When appealing a grade you must explain why you believe it to be incorrect and your reasons must be
based on the marking schedule.
Appeals must be made within one week of receiving your grade.
Moderation
This checks the assessment decisions of each teacher and occurs in both internal and external
assessment.
Two or more teachers moderate the internally assessed standards.
You will only be informed of their results when all internal moderation has been completed.
Plagiarism
All work for formal assessment will be checked for authenticity. In the event that an assignment has been
found to be the work of another student, or to have been copied from another source such as the Internet
without citation the student will receive a Not Achieved and the matter will be passed on to the Principal’s
Nominee (Ms West). A letter will then be sent home. The student will not be allowed to resit the standard.
Non performance
Students not performing automatically disqualify themselves
You must perform the assessment during the time provided.
Parents / caregivers are informed in writing by the HOD
Literacy requirements for university entrance
The literacy requirement for university entrance can be fulfilled in either English or Te Reo Māori and Te
Reo Rangatira, but not a combination of both:
• 4 credits at Level 2 or higher are required in Reading
• 4 credits at Level 2 or higher are required in Writing.
Note:
Where standards count for either Reading or Writing, an individual student may not count credits for both
Reading and Writing. Nevertheless, it is possible to split a standard to satisfy the requirement for at least 4
credits in Reading and at least 4 credits in Writing.
For a list of standards meeting UE literacy requirements in 2012 go to:
http://www.nzqa.govt.nz/qualifications-standards/awards/university-entrance/literacy-requirements-for-universityentrance/
2014 English 202
RECO NSI DER ATI ON OF NCE A E NGLISH GR ADE
Student
___________________________________
English Teacher
___________________________
Standard for reconsideration; circle the one required.
Standard Title
Original grade awarded
Date of assessment
AS Number
Not achieved
Achieved
Merit
Excellent
__________________
Explain the reasons for your appeal.
Refer to the assessment criteria.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
____
Signed ………………………………
Date . ……………………………
Class teacher comment:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________
Moderators
2014 English 202
Authentication sheet
T AW A
COLLEGE
Crest
English Department
Authentication sheet for
Internally Assessed
Standards
Student:
________________________________
Class:
________________________________
English Teacher: ________________________________
Task:
________________________________
Standard
________________________________
This is to state that the work completed is my own work and any references or sources are
acknowledged.
Signature:
________________________________
Date:
________________________________
2014 English 202
Achievement Standards
AS91099
2.2 Analyse aspects of studied visual
text
AS 91101
2.4 Crafted writing
AS 91103
2.6 Create a crafted and controlled
visual text
AS 91104
2.7 Theme study
AS 91105
2.8 Information literacy
AS 91107 2.10 Analyse visual text through close
viewing
Assessment criteria
the NZQA website contains additional notes on the Assessment Criteria for each standard.
It is strongly recommended that you read these carefully.
http://www.nzqa.govt.nz/ncea/assessment/search.do?query=English&view=all&level=02
2014 ENG202
2014 English 202
Achievement Standard
91099:
Title
Analyse specified aspect(s) of studied visual or oral text(s),
supported by evidence
English 2.2
Version 1
Description
This achievement standard involves analysing specified aspect(s) of
studied visual or oral text(s), supported by evidence.
Level
Credits
2
4
Assessment
External
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Analyse specified
aspect(s) of studied
visual or oral text(s),
supported by evidence.
 Analyse specified
aspect(s) of studied visual
or oral text(s) convincingly,
supported by evidence.
 Analyse specified aspect(s) of
studied visual or oral text(s)
perceptively, supported by
evidence.
Explanatory Notes
1
This standard is derived from the Level 7 Making Meaning strand [viewing, listening] and the Creating
Meaning strand [writing] and related achievement objectives in the English Learning Area of The New
Zealand Curriculum, Learning Media, Ministry of Education, 2007; and is related to the material in the
Teaching and Learning Guide for English, Ministry of Education, 2011 at
http://seniorsecondary.tki.org.nz. Text(s) chosen for study should be at Curriculum Level 7 and/or
have characteristics that enable students to show the expected level of understanding.
2
Analyse specified aspect(s) of studied visual or oral text(s) involves exploring and interpreting how
meanings and effects are created in the text(s) and discussing specified aspects of these text(s). The
discussion must be communicated clearly, in a structured written answer that follows the conventions
of an essay format.
Analyse specified aspect(s) of studied visual or oral text(s) convincingly involves providing reasoned
and clear interpretations of specified aspects of the text(s). The majority of these interpretations are
connected to each other.
3
4
5
6
7
Analyse specified aspect(s) of studied visual or oral text(s) perceptively involves providing insightful
and/or original interpretations of specified aspects of the text(s).
Supported by evidence refers to using specific and relevant details to support an analysis.
Specified aspect(s) are selected from:
 purposes and audiences
 ideas (eg character, theme, setting)
 language features (eg cinematography, editing, production design, sound, performance, rhetorical
devices)
 structures (eg part text, whole text, narrative, beginnings and endings).
Studied visual or oral text(s) may include New Zealand and world texts.
A selection from one of more of the following text types will be provided. Reference may be made to
one or more texts within the chosen text type:
 film
 television programme
 radio programme
 drama production
 graphic novel
 oral performance
 a combination of the above (inter-textual studies).
Assessment Specifications for this achievement standard can be accessed through the English
Resources page found at http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/nceasubject-resources/.
Replacement Information
This achievement standard replaced AS90379.
2014 ENG202
2014 English 202
Achievement Standard
91101:
Title
Produce a selection of crafted and controlled writing
Description
This achievement standard involves producing a selection of
crafted and controlled writing.
Level
Credits
2
English 2.4
6
Version 1
Assessment
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Produce a selection of
 Produce a selection of
 Produce a selection of crafted
crafted and controlled
writing which develops,
sustains, and structures
ideas.
 Produce a selection of
crafted and controlled
writing using language
features appropriate to
audience and purpose
to create effects.
crafted and controlled
writing which develops,
sustains, and structures
ideas convincingly.
 Produce a selection of
crafted and controlled
writing using language
features appropriate to
audience and purpose to
create convincing effects.
and controlled writing which
develops, sustains, and
structures ideas effectively.
 Produce a selection of crafted
and controlled writing using
language features appropriate to
audience and purpose to
command attention.
Explanatory Notes
1
This standard is derived from the Level 7 Creating Meaning strand [writing] and related
achievement objectives in the English Learning Area of The New Zealand Curriculum,
Learning Media, Ministry of Education, 2007; and is related to the material in the Teaching
and Learning Guide for English, Ministry of Education, 2011 at
http://seniorsecondary.tki.org.nz.
2
Produce a selection of crafted and controlled writing which develops, sustains, and structures
ideas involves building on ideas by adding comments, explanations, details or examples
appropriate to the selected text type, and making connections between ideas, throughout a
piece of writing.
Produce a selection of crafted and controlled writing which develops, sustains, and structures
ideas convincingly involves ideas and structure that are reasoned, clear, and relevant to the
purpose of the text.
Produce a selection of crafted and controlled writing which develops, sustains, and structures
ideas effectively involves ideas and structure that are compelling, persuasive, innovative,
and/or striking.
Produce a selection of crafted and controlled writing using language features appropriate to
audience and purpose to create effects involves: the deliberate use of language features
appropriate to the selected text type to create meaning and effects; and accurate use of text
conventions so that the writing contains only minor errors.
Produce a selection of crafted and controlled writing using language features appropriate to
audience and purpose to create convincing effects involves: the deliberate use of language
features appropriate to the selected text type to create meaning, effects and audience
interest.
2014 English 202
Produce a selection of crafted and controlled writing using language features appropriate to audience and
purpose to command attention involves: the sustained and inventive or articulate use of language features,
distinctive personal voice, dimensions or viewpoints to create meaning, effects, and audience engagement.
3
Selection of writing means that at least two pieces are chosen from a range of drafts and taken to publication
standard.
4
Written pieces may include – descriptions, narratives, poems, personal accounts, scripts, reports, commentaries,
text reviews, articles, short fiction, essays, other appropriate text types.
5
Ideas may include – thoughts, feelings, experiences or sensory qualities, facts, opinions, information,
observations, and argument.
6
Crafted writing involves a systematic process of reworking and reshaping the writing, and selecting language
deliberately to achieve a planned whole.
7
Controlled writing involves the deliberate use of language features to produce writing that is precise, planned,
and coherent.
8
Using language features involves:
 vocabulary selection
 syntax
 stylistic features
 written text conventions (including spelling, punctuation, grammar).
9
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php.
Replacement Information
This achievement standard replaced AS90375, AS90376, unit standard 8825, and unit standard 8826.
2014 ENG202
2014 English 202
Achievement Standard
91103:
Title
Create a crafted and controlled visual and verbal text
Description
This achievement standard involves creating a crafted and
controlled visual and verbal text.
Level
Credits
2
English 2.6
3
Version 1
Assessment
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Create a crafted and
controlled visual and
verbal text which
develops, sustains, and
structures ideas.
 Create a crafted and
controlled visual and verbal
text which develops,
sustains, and structures
ideas convincingly.
 Create a crafted and controlled
visual and verbal text which
develops, sustains, and structures
ideas effectively.
 Create a crafted and
controlled visual and
verbal text using language
features appropriate to
purpose and audience to
create effects.
 Create a crafted and
controlled visual and verbal
text using language features
appropriate to purpose and
audience to create
convincing effects.
 Create a crafted and controlled
visual and verbal text using
language features appropriate to
purpose and audience to command
attention.
Explanatory Notes
1
2
3
4
5
6
7
8
9
10
11
This standard is derived from the Level 7 Creating Meaning strand [presenting] and related achievement
objectives in the English Learning Area of The New Zealand Curriculum, Learning Media, Ministry of Education,
2007; and is related to the material in the Teaching and Learning Guide for English, Ministry of Education, 2011 at
http://seniorsecondary.tki.org.nz.
Create a crafted and controlled visual and verbal text which develops, sustains, and structures ideas involves
building on ideas by adding comments, explanations, details or examples, and making connections between
ideas, throughout a presentation using visual and verbal language features.
Create a crafted and controlled visual and verbal text which develops, sustains, and structures ideas convincingly
involves ideas and structure that are reasoned, clear, and relevant to the purpose of the text.
Create a crafted and controlled visual and verbal text which develops, sustains, and structures ideas effectively
involves ideas and structure that are compelling or persuasive.
Create a crafted and controlled visual and verbal text using language features appropriate to purpose and
audience involves the deliberate use of language features appropriate to the selected audience and purpose to
create meaning and effects.
Create a crafted and controlled visual and verbal text using language features appropriate to purpose and
audience to create effects involves the deliberate selection and use of language features appropriate to the
selected audience and purpose to create meaning, effects, and audience interest.
Create a crafted and controlled visual and verbal text using language features appropriate to purpose and
audience to command attention involves the inventive, skilled, and sustained use of language features to create
meaning, effects, and audience engagement.
The text must be original in construction. The components can either be original, adapted, or taken from other
texts or sources.
Texts may include: digital or multi-media presentations, graphic or illustrated texts, live or recorded dramatic
performances.
Texts are expected to be ‘stand alone’ in nature rather than being a component within an oral presentation.
Ideas may include: information, opinions, recounted experiences or events, observations, arguments,
interpretations, narrative, thoughts and feelings.
Crafted visual and verbal text involves selecting visual and verbal language deliberately, and systematically
reworking and reshaping the text to achieve a planned whole.
Controlled visual and verbal text involves the deliberate use of language features to produce visual and verbal
text that is precise, planned, and coherent.
Using visual language features may involve: images, sequence, costumes, movement.
Using verbal language features may involve: dialogue, quotations.
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php.
Replacement Information
This achievement standard replaced unit standard 12425 and unit standard 12426.
2014 ENG202
2014 English 202
Achievement Standard
91104:
Title
Analyse significant connections across texts, supported by evidence
Description
This achievement standard involves analysing significant
connections across texts, supported by evidence.
Level
Credits
2
English 2.7
4
Version 1
Assessment
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Analyse significant
connections across
texts, supported by
evidence.
 Analyse significant
connections across
texts convincingly,
supported by evidence.
 Analyse significant
connections across texts
perceptively, supported by
evidence.
Explanatory Notes
1
This standard is derived from the Level 7 Making Meaning strand [listening, reading, viewing]
and the Creating Meaning strand [speaking, writing, viewing] and related achievement
objectives in the English Learning Area of The New Zealand Curriculum, Learning Media,
Ministry of Education, 2007; and is related to the material in the Teaching and Learning
Guide for English, Ministry of Education, 2011 at http://seniorsecondary.tki.org.nz.
2
Analyse significant connections across texts involves recognising and interpreting
connections across texts.
Analyse significant connections convincingly across texts involves developing reasoned and
clear interpretations of connections across texts.
Analyse significant connections perceptively across texts involves developing insightful
and/or original interpretations of connections across texts.
3
Significant connections are connections of importance and consequence and may relate to:
 purposes and audiences
 ideas
 language features
 structures.
4
Supported by evidence refers to the use of specific and relevant details from the text to
support analysis.
5
At least four texts (written, oral and/or visual; short and/or extended) must be included. The
texts selected for study may be any combination of written, visual and/or oral. At least one
text must be student selected.
6
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php.
Replacement Information
This achievement standard replaced unit standard 8823.
2014 ENG202
2014 English 202
Achievement Standard 91105
English 2.8
Version 1
Title
Use information literacy skills to form developed conclusion(s)
Description
This achievement standard involves using information literacy skills
to form developed conclusion(s).
Level
2
Credits
4
Assessment
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with
Excellence
 Use information literacy
skills to form developed
conclusion(s).
 Use information literacy
skills to form developed
conclusion(s) convincingly.
 Use information literacy
skills to form developed
conclusion(s) perceptively.
Explanatory Notes
1
This standard is derived from the Level 7 Making Meaning strand [listening, reading, viewing]
and the Creating Meaning strand [speaking, writing, viewing] and related achievement
objectives in the English Learning Area of The New Zealand Curriculum, Learning Media,
Ministry of Education, 2007; and the material in the Teaching and Learning Guide for
English, Ministry of Education, 2011 at http://seniorsecondary.tki.org.nz.
2
Use information literacy skills involves completing a systematic exploration into a valid area
of inquiry in order to form conclusion(s). The steps taken include:
 framing the inquiry within an authentic, relevant context based on carefully considered
information needs. This involves identifying an area or direction for investigation, or
posing a question(s)
 selecting and using appropriate strategies for locating and processing information
 evaluating the reliability and usefulness of selected information in relation to the inquiry.
Use information literacy skills to form developed conclusion(s) involves creating and building
conclusion(s) that are connected to the purpose of the inquiry and based on information
gathered in the inquiry. This includes expressing an opinion or judgement, reaching a
decision, or suggesting a solution.
Use information literacy skills to form developed conclusion(s) convincingly involves
formulating conclusion(s) that are reasoned and clear.
Use information literacy skills to form developed conclusion(s) perceptively involves
formulating conclusion(s) that are insightful and/or original.
3
Information must be selected from written, oral, and/or visual texts. Texts should be student
selected.
4
The use of information literacy skills and presentation of conclusions must be undertaken
within the context of the English learning area.
5
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php.
2014 English 202
Achievement Standard
English 2.10
Title
Analyse aspects of visual and/or oral text(s) through close viewing and/or
listening, supported by evidence
Version 1
This achievement standard requires analysing aspects of visual and/or oral
text(s) through close viewing and/or listening, supported by evidence.
Description
Level
AS 91107
2
Credits
3
Assessment
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Analyse aspects of visual
and/or oral text(s) through
close viewing and/or
listening, supported by
evidence.
 Analyse aspects of visual
and/or oral text(s)
convincingly, through close
viewing and/or listening,
supported by evidence.
 Analyse aspects of visual
and/or oral text(s)
perceptively, through close
viewing and/or listening,
supported by evidence.
Explanatory Notes
1
This standard is derived from the Level 7 Making Meaning strand [listening, viewing] and related achievement
objectives in the English Learning Area of The New Zealand Curriculum, Learning Media, Ministry of Education,
2007; and is related to the material in the Teaching and Learning Guide for English, Ministry of Education, 2011
at http://seniorsecondary.tki.org.nz.
2
Analyse aspects of visual and/or oral text(s) involves making developed interpretations of meanings and effects
of visual and/or oral text(s), such as:

ideas (eg themes, attitudes, beliefs, experiences, feelings, insights, meanings, opinions, thoughts, and
understandings within the text)

language features (eg cinematography, editing, production design, sound, performance, rhetorical devices)

other oral language techniques and structures (eg part text, whole text, narrative sequence, beginnings and
endings) as used for particular audiences and purposes.
Analyse aspects of visual and/or oral text(s) convincingly involves demonstrating understanding of how
significant aspects of visual and/or oral text(s) work together to create meaning.
Analyse aspects of visual and/or oral text(s) perceptively involves demonstrating insightful and/or original
understanding of significant aspects of texts.
Close viewing and/or listening involves a detailed exploration and consideration of aspects of text(s).
Supported by evidence refers to the use of specific and relevant details from the text to support analysis.
3
One or more of the following text types (either as complete texts or as extracts) may be selected:









film/television production/music video
drama production
multi-media text
graphic novel
drama production
radio production
oratory
song performance
documentary/interview.
4
The text(s) used must be visual and/or oral and used in its original form.
5
Responses may be presented in appropriate visual, oral, and/or written forms.
6
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php.