Year 10 English
2014
Teacher
Student:
TAWA
COLLEGE
Tawa College
English Department
Year 10 English
Student Handbook 2014
Section A
Section B
Section C
Guidelines and information
2014 Year 10 Modules
Assessment Outlines
Year 10 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 10 English
2014
Section B
2014 Year 10 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
Static image
Presentation opportunities
throughout the year.
6
Writing
Creative and
A selection of pieces from a
formal writing
folio
Exam
Term 4
Time
2 hours – exam conditions
Content
Unfamiliar Texts
Language features,
Interpretation,
Personal Response
Response to texts:
Tests
Written and visual texts
e-asTTle and PAT testing are conducted at the beginning of Term
One and at the end of Term Four.
Results contribute to decisions around placement in year 11
classes.
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 with a specific focus on completing
the Year 10 Independent Reading booklet.
Year 10 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 in
accordance with the characteristics of effective assessment outlined in 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,
Language features
5
1,2,3,4,6
Structure
5
1,2,3,4,6
Purposes and audience
5
1,2,3,4,5
Ideas
5
1,2,3,4,5
Language features
2
5,6
Structure
6
1,2,3,4,5,6
Speaking Writing
Presenting
Year 10 Assessment:
Not Achieved
=
Curriculum Level 3
Close to Achieved
=
Curriculum Level 4
Achieved
=
Curriculum Level 5
Merit
=
Curriculum Level 5/6
Excellence
=
Curriculum Level 6/7
Year 10 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 understanding of how texts are
shaped for different purposes and audiences.
Listening,
Ideas: Show an understanding of ideas within, across, and beyond
Reading and texts.
Viewing:
Language features: Show an understanding of how language
features are used for effect within and across texts
Structure: Show an understanding of a range of structures.
Speaking
Ideas: Select, develop and communicate purposeful ideas on a
Writing
and range of topics.
Presenting:
Structure: Organise texts using a range of appropriate, effective
structures.
Assessment
At least one essay will be written and crafted in class and for
homework.
Module 2
Extended Text 1
A study of an extended text (either drama, novel or non fiction)
Achievement
Objectives:
Purposes and Audiences: Show an understanding of how texts are
shaped for different purposes and audiences.
Listening,
Reading and
Viewing
Ideas: Show an understanding of ideas within, across, and beyond
texts.
Language features: Show an understanding of how language
features are used for effect within and across texts
Structure: Show an understanding of a range of 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, effective
structures.
This will also be assessed in the final exam as an essay answer.
Exemplars are in the Year 9 Assessment Booklet and there are
exemplars on-line at
http://www.tki.org.nz/r/assessment/exemplars/index
Year 10 English
2014
Module 3
Extended Text 2
A study of an extended text (either drama, novel or non fiction)
Achievement
Objectives:
Purposes and Audiences: Show an understanding of how texts are
shaped for different purposes and audiences.
Listening,
Reading and
Viewing
Ideas: Show an understanding of ideas within, across, and beyond
texts.
Language features: Show an understanding of how language
features are used for effect within and across texts
Structure: Show an understanding of a range of structures.
Speaking
Writing and
Presenting
Ideas: Select, develop and communicate purposeful 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, effective
structures.
This will also be assessed in the final exam as an essay answer.
Exemplars are in the Year 9 Assessment Booklet and there are
exemplars on-line at
http://www.tki.org.nz/r/assessment/exemplars/index
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 understanding of how texts are
shaped for different purposes and audiences.
Listening,
Reading and
Viewing
Ideas: Show an understanding of ideas within, across, and beyond
texts.
Language features: Show an understanding of how language
features are used for effect within and across texts
Structure: Show an understanding of a range of structures.
Speaking
Writing and
Presenting
Ideas: Select, develop and communicate purposeful 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)
Exemplars are in the Year 9 Assessment Booklet and there are
exemplars on-line at
http://www.tki.org.nz/r/assessment/exemplars/index
Year 10 English
2014
Module 5
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 purposeful 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, effective
structures.
Assessment
Writing will be produced throughout the year and kept in a folio.
Pieces from the folio will be chosen for assessment.
Module 6
Static image
Visual and verbal language features will be analysed in a range of static images.
Students will create visual and verbal presentations during the year, in connection
with texts studied.
Achievement
objectives:
Purposes and Audiences: Show an understanding of how texts are
shaped for different purposes and audiences.
Listening,
Reading and
Viewing
Language features: Show an understanding of how language
features are used for effect within and across texts
Structure: Show an understanding of a range of structures
Speaking
Writing and
Presenting
Purposes and Audiences: Show an understanding of how to shape
texts for different purposes and audiences.
Language features: Use a range of language features appropriately,
showing an increasing understanding of their effects.
Structure: Organise texts, using a range of appropriate effective
structures.
Reading
Reading
Reading Certificate
Personal reading
Students in Year 10 need to complete the Year 10 Independent Reading
Booklet, they do this by reading 6 different texts.
Year 10 English
2014
Section C: Assessment Outlines
The following grids identify the progression of indicators between levels 3 and 7 and should be read in conjunction with the achievement objectives
in The NZ Curriculum .
YEAR 10 ASSESSMENT: Response to text (Essay of 300 words or more)
Modules 1, 2, 3 and 4
Task to be provided by teacher based on short texts
N
Level 3
C
Level 4
A
Level 5
M
Level 6
E
Level 7
Listening reading viewing
Purposes
and
Audiences:
-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;
-Identifies particular points of
view within texts and
understands that texts can
position a reader;
Ideas
-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.
-Makes meaning by
understanding increasingly
sophisticated ideas;
-Makes connections by
analysing ideas within and
between texts from a range of
contexts;
-Makes and supports
inferences from texts
independently.
Language
features
-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;
-Identifies a range of
increasingly sophisticated
oral, written, and visual
language features and
understands their effects;
Structure
-Identifies a range of text
forms and recognises some
their characteristics and
-Identifies an increasing range
of text forms and recognises
and describes their
-Identifies and understands
the characteristics and
conventions of a range of text
-Identifies and understands
the characteristics and
conventions of a range of text
-Identifies and understands
the characteristics and
conventions of a range of text
Year 10 English
2014
conventions.
characteristics and
conventions.
forms and considers how
they contribute to and affect
text meaning.
forms and considers how
they contribute to and affect
text meaning.
forms and appreciates how
they contribute to and affect
text meaning.
Speaking writing presenting
Ideas
-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.
-Develops, communicates,
and sustains increasingly
sophisticated ideas,
information, and
understandings;
-Creates coherent, planned
whole texts by adding details
to ideas or making links to
other ideas and details;
-Ideas show depth of thought
and awareness of a range of
dimensions or viewpoints.
Structure
-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.
-Organises and develops
ideas and information for a
particular purpose or effect,
using the characteristics and
conventions of a range of text
forms with control.
Year 10 English
2014
YEAR 10 ASSESSMENT:
N
Level 3
WRITING
Module 5
C
Level 4
A
Level 5
M
Level 6
E
Level 7
Speaking writing presenting
Purposes
and
Audiences:
-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 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.
-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.
-Constructs a range of texts
that demonstrate an
understanding and
appreciation 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 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, communicates,
and sustains increasingly
sophisticated ideas,
information, and
understandings;
-Creates coherent, planned
whole texts by adding details
to ideas or making links to
other ideas and details;
-Ideas show depth of thought
and awareness of a range of
dimensions or viewpoints.
Language
features
-Uses oral, written, and visual
language features to create
meaning and effect and
engage interest;
uses a range of vocabulary to
communicate meaning;
-Demonstrates good
-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
-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
features with control to
create meaning and effect and
to sustain interest;
-Uses an increasing
vocabulary to communicate
-Uses a wide range of oral,
written, and visual language
features fluently and with
control to create meaning and
effect and to sustain interest;
uses an increasing vocabulary
to communicate precise
Year 10 English
2014
Structure
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.
-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.
precise meaning;
-Uses a wide range of text
conventions, including
grammatical and spelling
conventions, appropriately,
effectively, and with
increasing accuracy.
precise meaning;
-Uses a wide range of text
conventions, including
grammatical and spelling
conventions, appropriately,
effectively, and with accuracy.
meaning;
-Uses a wide range of text
conventions, including
grammatical and spelling
conventions, appropriately,
effectively, and with accuracy.
-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.
-Organises and develops
ideas and information for a
particular purpose using the
characteristics and
conventions of a range of text
forms with control.