Year 9 English
2014
Teacher
Student:
TAWA
COLLEGE
Tawa College
English Department
Year 9 English
Student Handbook 2014
Section A
Guidelines and information
Section B
Section C
2014 Year 9 Modules
Assessment Outlines
Year 9 English
2014
Section A
Guidelines and Information
You have the following STATIONERY to use in English

an A4 ringbinder in which you will file your essays and other pieces of writing.
Your English teacher may prefer you to do most of your daily work on refil and
file it in this folder.

an exercise book in which your teacher may wish you to do most of your daily
work. You will write up exercises from textbooks and your drafts of original
items.

a refill pad on which you will write finished items which are needed by your
teacher.

a clearfile in which you will keep all notes issued by your teacher and all
marked items of work. Keep the clearfile in an orderly manner.

a Reading Record Booklet for you to complete the exercise necessary to gain
a Reading Certificate.
All books that you use are to be free of graffiti, both words and pictures.
They are to be kept tidy. They are documents shared between you and your teacher.
Others may also want to see them from time to time.
Interference with another pupil’s books in any way will not be tolerated.
Your teacher will show you what he or she requires you to do for each item of
stationery.
Through the year you will be issued with different sorts of TEXTBOOKS. Please look
after these books. Some cost more than $45 and if you do not return them it will cost
your parents. Do not write on them.
EACH DAY AT HOME do the following –

Be sure that you have all your books for English the next lesson.

Make certain that you have done all your homework.

Be certain that you have all the necessary equipment apart from your
books like rulers and pens.
Year 9 English
2014
Section B
2014 Year 9 English Modules
Module
Focus
Content
Assessment
1
Reading
Short texts
Formal writing response to
texts
2
Reading
Extended text 1
Formal writing response to
texts
3
Reading
Extended text 2
4
Listening and viewing
Film study
Formal writing response to
texts
5
Speaking, presenting
Speech
Speech
6
Writing
Creative and
A selection of pieces from a
formal writing
folio
Exam
Term 4
Time
Two 1 hour – in class assessments
Content
Response to texts: written and visual Texts
Tests
e-asTTle and PAT testing are conducted at the beginning of Term
One and Term Four.
Homework
Homework is set in relation to the modules where appropriate
Revision of concepts such as parts of speech, vocabulary, figures
of speech and literary devices is essential
When no formal homework is set, students are expected to
continue with their own reading and completion of Reading
Response Booklet.
.
Year 9 English
2014
ASSESSMENT
Formative assessment will take place during the teaching of all modules and may
consist of essay practice, presentations, peer assessment. It may focus on a
particular literary or language concept and will be planned and communicated as
per the characteristics of effective assessment outlined on page 40 of the New
Zealand Curriculum.
Summative assessments
Achievement objective:
Listening Reading viewing
Formal
Assessments
Module(s)
Purposes and audience
5
1,2,3,4,6
Ideas
4
1,2,3,4
Language features
4
1,2,3,4
Structure
6
1,2,3,4,5,6
Purposes and audience
2
5,6
Ideas
6
1,2,3,4,5,6
Language features
2
5,6
Structure
6
1,2,3,4,5,6
Speaking Writing
Presenting
Year 9 Assessment:
Not Achieved
=
Curriculum Level 2
Close to Achieved
=
Curriculum Level 3
Achieved
=
Curriculum Level 4
Merit
=
Curriculum Level 5
Excellence
=
Curriculum Level 6
Year 9 English
2014
Six Modules are to be covered, one of which may be offered more than once.
Module 1
Short Text
A selection of short texts including poetry, short stories and short films with a thematic
link are studied in class.
Achievement
Objectives:
Purposes and Audiences: Show an increasing understanding of
how texts are shaped for different purposes and audiences.
Listening,
Ideas: Show an increasing understanding of ideas within, across,
Reading and and beyond texts.
Viewing:
Language features: Show an increasing understanding of how
language features are used for effect within and across texts
Structure: Show an increasing understanding of text structures.
Speaking
Ideas: Select, develop and communicate ideas on a range of topics.
Writing
and
Structure: Organise texts, using a range of appropriate structures.
Presenting:
Assessment
At least one essay will be written and crafted in class and for
homework.
Module 2
Extended Text 1
A study of a an extended text (either drama, novel or non fiction)
Achievement
Objectives:
Purposes and Audiences: Show an increasing understanding of
how texts are shaped for different purposes and audiences.
Listening,
Reading and
Viewing
Ideas: Show an increasing understanding of ideas within, across,
and beyond texts.
Language features: Show an increasing understanding of how
language features are used for effect within and across texts
Structure: Show an increasing understanding of text structures.
Speaking
Writing and
Presenting
Ideas: Select, develop and communicate ideas on a range of topics.
Assessment
At least one essay will be written and crafted in class and for
homework.
Structure: Organise texts, using a range of appropriate structures.
This will also be assessed in the final exam as an essay answer.
Year 9 English
2014
Module 3
Extended Text 2
A study of a an extended text (either drama, novel or non fiction)
Achievement
Objectives:
Purposes and Audiences: Show an increasing understanding of
how texts are shaped for different purposes and audiences.
Listening,
Reading and
Viewing
Ideas: Show an increasing understanding of ideas within, across,
and beyond texts.
Language features: Show an increasing understanding of how
language features are used for effect within and across texts
Structure: Show an increasing understanding of text structures.
Speaking
Writing and
Presenting
Ideas: Select, develop and communicate ideas on a range of topics.
Assessment
At least one essay will be written and crafted in class and for
homework.
Structure: Organise texts, using a range of appropriate structures.
This will also be assessed in the final exam as an essay answer.
Module 4
Film study
Study a film, taking account of filmic techniques in the portrayal of the characters,
themes and setting of the chosen film.
Achievement
Objectives:
Purposes and Audiences: Show an increasing understanding of
how texts are shaped for different purposes and audiences.
Listening,
Reading and
Viewing
Ideas: Show an increasing understanding of ideas within, across,
and beyond texts.
Language features: Show an increasing understanding of how
language features are used for effect within and across texts, with a
specific focus on both verbal and visual language.
Structure: Organise texts, using a range of appropriate structures.
Speaking
Writing and
Presenting
Ideas: Select, develop and communicate ideas on a range of topics.
Assessment
At least one essay will be written and crafted in class and for
homework.
Structure: Organise texts, using a range of appropriate structures.
Reference to filmic techniques.
This will also be assessed in the final exam as an essay answer,
Response to text (modelled) as in-class assessment (see novel)
Year 9 English
2014
Module 5
Speech
Speech based on research or text response
Achievement
Objectives:
Listening,
Reading and
Viewing
Purposes and Audiences: Show an increasing understanding of
how texts are shaped for different purposes and audiences.
Language features: Show an increasing understanding of how
language features are used for effect within and across texts, with a
specific focus on both verbal and visual language.
Structure: Organise texts, using a range of appropriate structures.
Speaking
Writing and
Presenting
Purposes and Audiences: Show an increasing understanding of
how to shape texts for different purposes and audiences.
Ideas: Select, develop and communicate ideas on a range of topics.
Language features: Use a range of language features appropriately,
showing an increasing understanding of their effects.
Structure: Organise texts, using a range of appropriate structures.
Assessment
Prepared speech of 2 minutes to the class, based on own research
Content
Speech
A working knowledge of the techniques and terms
relevant to speech making. See Toolbox
Research
Use of texts, both long and short, from a variety of
sources.
Knowledge of - bibliography, index, contents,
reference section, open and closed questions.
Module 6
Writing
A folio of writing will be kept throughout the year including creative and formal
pieces. These may be produced in conjunction with a textual study and/or as the
result of a specific study of writing.
Achievement
objectives:
Purposes and Audiences: Show an increasing understanding of
how to shape texts for different purposes and audiences.
Speaking
Writing and
Presenting
Ideas: Select, develop and communicate ideas on a range of topics.
Language features: Use a range of language features appropriately,
showing an increasing understanding of their effects.
Structure: Organise texts, using a range of appropriate structures.
Assessment
Writing will be produced throughout the year and kept in a folio.
Pieces from the folio will be chosen for assessment.
Year 9 English
2014
Reading
Reading
Reading Certificate
Personal
reading
The Student Reading Certificate Booklet is for recording
responses to their own reading
An Advanced Certificate will be awarded for students who read and
comment on additional books.
Once the Advanced certificate has been completed students are
able to start the Year 10 Reading Certificate Booklet (from the start
of term 3)
Year 9 English
2014
Section C Assessment Outlines
The following grids identify the progression of indicators between levels 2 and 6 and should be read in conjunction with the achievement objectives
in the NZ Curriculum document.
YEAR 9 ASSESSMENT: Response to text (Essay of 250 words or more)
Modules 1, 2, 3 and 4
Task to be provided by teacher based on short texts
Listening
reading
viewing
Purposes
and
Audiences:
Ideas
Language
features
N
Level 2
C
Level 3
A
Level 4
M
Level 5
E
Level 6
-Understands that texts are
created from a particular point
of view;
-Identifies particular points of
view and begins to recognise
that texts can position a
reader.
-Identifies particular points of
view and recognises that
texts can position a reader.
-Identifies particular points of
view within texts and
recognises that texts can
position a reader;
-Identifies particular points of
view within texts and
recognises that texts can
position a reader;
-Uses their personal
experience and world and
literacy knowledge to make
meaning from texts;
-Makes meaning of
increasingly complex texts by
identifying main ideas;
-Makes and supports
inferences from texts with
some independence.
-Identifies and main and
subsidiary ideas;
-Starts to make connections in
and between texts
-Makes and supports
inferences from texts with
increasing independence
-Identifies and understands
main and subsidiary ideas and
the links between them
-Makes connections by
thinking about underlying
ideas within and between
texts from a range of contexts;
-Makes and supports
inferences from texts with
increasing independence
-Makes meaning by
understanding increasingly
comprehensive ideas in texts
and the links between them;
-Makes connections by
exploring ideas within and
between texts from a range of
contexts;
-Makes and supports
inferences from texts
independently.
-Makes meaning by
understanding
comprehensive ideas;
-Makes connections by
interpreting ideas within and
between texts from a range of
contexts;
-Makes and supports
inferences from texts
independently.
-Recognises that oral, written,
and visual language features
can be used for effect;
-Identifies language features
and recognises their effects
-Identifies language features
and recognises and describes
their effects
-Identifies oral, written, and
visual language features and
understands their effects;
-Identifies a range of oral,
written, and visual language
features and understands their
effects;
Year 9 English
2014
-Recognises an increasing
range of text forms and
differences between them.
-Identifies a range of text
forms and recognises some
their characteristics and
conventions.
-Identifies an increasing range
of text forms and recognises
and describes their
characteristics and
conventions.
-Identifies and understands
the characteristics and
conventions of a range of text
forms and considers how
they contribute to and affect
text meaning.
-Identifies and understands
the characteristics and
conventions of a range of text
forms and considers how
they contribute to and affect
text meaning.
Ideas
-Forms and expresses ideas
and information with
reasonable clarity, often
drawing on personal
experience and knowledge;
-Begins to add or delete
details and comments,
showing some selectivity in
the process.
-Forms and expresses ideas
and information with
increased clarity, drawing on
a range of sources;
-Adds or changes details and
comments to support ideas,
showing some selectivity in
the process;
-Ideas suggest awareness of
a range of dimensions or
viewpoints.
-Forms and communicates
ideas and information clearly,
drawing on a range of
sources;
-Adds or changes details and
comments to support ideas,
showing thoughtful selection
in the process;
-Ideas show increasing
awareness of a range of
dimensions or viewpoints.
-Develops and communicates
increasingly comprehensive
ideas, information, and
understandings;
-Develops ideas by adding
details or making links to
other ideas and details;
-Ideas show an awareness of
a range of dimensions or
viewpoints.
-Develops and communicates
comprehensive ideas,
information, and
understandings;
-Works towards creating
coherent, planned whole texts
by adding details to ideas or
making links to other ideas
and details;
-Ideas show an understanding
and awareness of a range of
dimensions or viewpoints.
Structure
-Uses knowledge of word and
sentence order to
communicate meaning when
creating text;
-Organises and sequences
ideas and information with
some confidence;
-Begins to use a variety of
sentence structures,
beginnings, and lengths.
-Organises written ideas into
paragraphs with increasing
confidence;
-Organises and sequences
ideas and information with
increasing confidence;
-Uses a variety of sentence
structures, beginnings, and
lengths.
-Achieves some coherence
and wholeness when
constructing texts;
-Organises and sequences
ideas and information for a
particular purpose or effect;
-Uses a variety of sentence
structures, beginnings, and
lengths for effect.
-Achieves a sense of
coherence and wholeness
when constructing texts;
-Organises and develops
ideas and information for a
particular purpose or effect,
using the characteristics and
conventions of a range of text
forms.
-Achieves a sense of
coherence and wholeness
when constructing texts;
-Organises and develops
ideas and information for a
particular purpose or effect,
using the characteristics and
conventions of a range of text
forms.
Structure
Speaking
writing
presenting
Year 9 English
2014
YEAR 9 ASSESSMENT: PRESENTATION,
PREPARED 2 MINUTE ORAL PRESENTATION
Module 5
Task: based on research
Speeches to be recorded and stored digitally on disc
N
Level 2
C
Level 3
A
Level 4
M
Level 5
E
Level 6
-Constructs texts that show a
growing awareness of
purpose and audience
through careful choice of
content, language, and text
form;
-Conveys and sustains
personal voice where
appropriate.
-Constructs texts that show an
awareness of purpose and audience
through deliberate choice of
content, language, and text form;
-Conveys and sustains personal
voice where appropriate.
-Constructs texts that show
an awareness of purpose
and audience through
deliberate choice of content,
language, and text form;
-Conveys and sustains
personal voice where
appropriate.
-Constructs a range of texts
that demonstrate an
understanding of purpose
and audience through
deliberate choice of content,
language, and text form;
-Conveys and sustains
personal voice where
appropriate.
-Forms and expresses ideas
and information with
increased clarity, drawing
on a range of sources;
-Adds or changes details
and comments to support
ideas, showing some
selectivity in the process;
-Ideas suggest awareness
of a range of dimensions or
viewpoints.
-Forms and communicates ideas
and information clearly, drawing on
a range of sources;
-Adds or changes details and
comments to support ideas, showing
thoughtful selection in the process;
-Ideas show increasing awareness
of a range of dimensions or
viewpoints.
-Develops and
communicates increasingly
comprehensive ideas,
information, and
understandings;
-Develops ideas by adding
details or making links to
other ideas and details;
-Ideas show an awareness
of a range of dimensions or
viewpoints.
-Develops and
communicates
comprehensive ideas,
information, and
understandings;
-Works towards creating
coherent, planned whole
texts by adding details to
ideas or making links to other
ideas and details;
-Ideas show an
understanding and
Speaking writing presenting
Purposes
and
Audiences:
Ideas
-Constructs texts that
demonstrate a growing
awareness of audience and
purpose through appropriate
choice of content, language,
and text form;
-Expects the texts they
create to be understood,
responded to, and
appreciated by others;
-Develops and conveys
personal voice where
appropriate.
-Forms and expresses ideas
and information with
reasonable clarity, often
drawing on personal
experience and knowledge;
-Begins to add or delete
details and comments,
showing some selectivity in
the process.
Year 9 English
2014
Language
features
-Uses oral, written, and
visual language features to
create meaning and effect;
-Uses a large and increasing
bank of high-frequency,
topic-specific, and personal
content words to create
meaning;
-Uses oral, written, and visual
language features to create
meaning and effect and
engage interest;
-Uses a range of vocabulary
to communicate meaning;
-Uses a range of oral, written, and
visual features to create meaning
and effect and to sustain interest;
-Uses a range of vocabulary to
communicate precise meaning;
-Uses a wide range of oral,
written, and visual language
features to create meaning
and effect and to sustain
interest;
-Uses an increasing range
of vocabulary to
communicate precise
meaning;
Structure
-Uses knowledge of word
and sentence order to
communicate meaning when
creating text;
-Organises and sequences
ideas and information with
some confidence;
-Begins to use a variety of
sentence structures,
beginnings, and lengths.
-Organises written ideas
into paragraphs with
increasing confidence;
-Organises and sequences
ideas and information with
increasing confidence;
-Uses a variety of sentence
structures, beginnings, and
lengths.
-Achieves some coherence and
wholeness when constructing
texts;
-Organises and sequences ideas
and information for a particular
purpose or effect;
-Uses a variety of sentence
structures, beginnings, and lengths
for effect.
-Achieves a sense of
coherence and wholeness
when constructing texts;
-Organises and develops
ideas and information for a
particular purpose or effect,
using the characteristics
and conventions of a
range of text forms.
awareness of a range of
dimensions or viewpoints.
-Uses a wide range of oral,
written, and visual language
features with control to
create meaning and effect
and to sustain interest;
-Uses an increasing range of
vocabulary to communicate
precise meaning;
-Achieves a sense of
coherence and wholeness
when constructing texts;
-Organises and develops
ideas and information for a
particular purpose or effect,
using the characteristics and
conventions of a range of
text forms.
Year 9 English
2014
YEAR 9 ASSESSMENT: WRITING
N
Level 2
Module 6
C
Level 3
A
Level 4
M
Level 5
E
Level 6
Speaking writing presenting
Purposes
and
Audiences:
-Constructs texts that
demonstrate a growing
awareness of audience and
purpose through appropriate
choice of content, language,
and text form;
-Develops and conveys
personal voice where
appropriate.
-Constructs texts that show a
growing awareness of purpose
and audience through careful
choice of content, language,
and text form;
Conveys and sustains
personal voice where
appropriate.
-Constructs texts that show an
awareness of purpose and
audience through deliberate
choice of content, language,
and text form;
-Conveys and sustains
personal voice where
appropriate.
-Constructs texts that show an
awareness of purpose and
audience through deliberate
choice of content, language,
and text form;
-Conveys and sustains
personal voice where
appropriate.
-Constructs a range of texts
that demonstrate an
understanding of purpose
and audience through
deliberate choice of content,
language, and text form;
-Conveys and sustains
personal voice where
appropriate.
Ideas
-Forms and expresses ideas
and information with
reasonable clarity, often
drawing on personal
experience and knowledge;
-Begins to add or delete
details and comments,
showing some selectivity in
the process.
-Forms and expresses ideas
and information with
increased clarity, drawing on
a range of sources;
-Adds or changes details
and comments to support
ideas, showing some
selectivity in the process;
-Ideas suggest awareness of
a range of dimensions or
viewpoints.
-Forms and communicates
ideas and information clearly,
drawing on a range of
sources;
-Adds or changes details and
comments to support ideas,
showing thoughtful selection
in the process;
-Ideas show increasing
awareness of a range of
dimensions or viewpoints.
-Develops and
communicates increasingly
comprehensive ideas,
information, and
understandings;
-Develops ideas by adding
details or making links to
other ideas and details;
-Ideas show an awareness of
a range of dimensions or
viewpoints.
Language
features
-Uses oral, written, and visual
language features to create
-Uses oral, written, and visual
language features to create
-Uses a range of oral, written,
and visual features to create
-Uses a wide range of oral,
written, and visual language
-Develops and communicates
comprehensive ideas,
information, and
understandings;
-Works towards creating
coherent, planned whole
texts by adding details to
ideas or making links to other
ideas and details;
-Ideas show an
understanding and
awareness of a range of
dimensions or viewpoints.
-Uses a wide range of oral,
written, and visual language
Year 9 English
2014
Structure
meaning and effect;
-Uses a large and increasing
bank of high-frequency, topicspecific, and personal content
words to create meaning;
-Spells most high-frequency
words correctly and shows
growing knowledge of
common spelling patterns;
-Uses a range of strategies to
self-monitor and self-correct
spelling;
-Writes legibly and with
increasing fluency when
creating texts;
-Gains increasing control of
text conventions, including
some grammatical
conventions.
meaning and effect and
engage interest;
-Uses a range of vocabulary
to communicate meaning;
-Demonstrates good
understanding of all basic
spelling patterns and
sounds in written English;
-Uses an increasing range of
strategies to self-monitor and
self-correct spelling;
-Writes legibly, fluently, and
with ease when creating texts;
-Uses a range of text
conventions, including most
grammatical conventions,
appropriately and with
increasing accuracy.
meaning and effect and to
sustain interest;
-Uses a range of vocabulary to
communicate precise
meaning;
-Demonstrates a good
understanding of spelling
patterns in written English,
with few intrusive errors;
-Uses a wide range of
strategies to self-monitor and
self-correct spelling;
-Writes with increasing speed
and endurance to suit the
nature of the task and its
purpose, without significant
loss of legibility;
-Uses a range of text
conventions, including
grammatical conventions,
appropriately, effectively, and
with increasing accuracy.
features to create meaning
and effect and to sustain
interest;
-Uses an increasing
vocabulary to communicate
precise meaning;
-Uses a wide range of text
conventions, including
grammatical and spelling
conventions, appropriately,
effectively, and with
increasing accuracy.
features with control to
create meaning and effect and
to sustain interest;
-Uses an increasing
vocabulary to communicate
precise meaning;
-Uses a wide range of text
conventions, including
grammatical and spelling
conventions, appropriately,
effectively, and with
accuracy.
-Uses knowledge of word and
sentence order to
communicate meaning when
creating text;
-Organises and sequences
ideas and information with
some confidence;
-Begins to use a variety of
sentence structures,
beginnings, and lengths.
-Organises written ideas
into paragraphs with
increasing confidence;
-Organises and sequences
ideas and information with
increasing confidence;
-Uses a variety of sentence
structures, beginnings, and
lengths.
-Achieves some coherence
and wholeness when
constructing texts;
-Organises and sequences
ideas and information for a
particular purpose or effect;
-Uses a variety of sentence
structures, beginnings, and
lengths for effect.
-Achieves a sense of
coherence and wholeness
when constructing texts;
-Organises and develops
ideas and information for a
particular purpose or effect,
using the characteristics
and conventions of a range
of text forms.
-Achieves a sense of
coherence and wholeness
when constructing texts;
-Organises and develops
ideas and information for a
particular purpose or effect,
using the characteristics and
conventions of a range of text
forms.