English 101
2014
Teacher
Student:
TAWA
COLLEGE
Tawa College
English Department
ENG 101
Student Handbook 2014
English 101
Guidelines and information
Achievement Standards
English 101
2014
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 NZQA co-ordinator (Ms West )
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.
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
English 101
2014
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.
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.
Non performance
Students not performing automatically disqualify themselves
You must perform the assessment during the time provided.
Parents / caregivers may be informed in writing by the HOD
English 101
2014
Procedures and Assessment – Writing / Presenting
The same assessment requirements and procedures apply for Achievement Standard
assessment at Years 11, 12 and 13 – NCEA Levels 1, 2 and 3.
Writing
Assessment
Times and timelines will be well signposted
Formative
assessment
Teachers will conduct a range of formative assessments of writing
through the year, well prior to the summative assessment.
These are to be marked using the marking schedules / judgement
statements
Achievement Level 1 AS 1.4 Creative writing (Internally assessed)
Standard
Level 1
Students will craft and develop a piece of Creative writing selected
from a folio, over a series of periods in class under assessment
conditions.
Presenting
Assessment
Achievement Level 1 AS 1.6 Oral Presentation
Standard
Level 1
Students will prepare and deliver an Oral Presentation, of no less than
three minutes in duration, to an audience consisting of the other
members of the class.
English 101
2014
RECO NSI DER ATI ON OF NCE A E NGLISH GR ADE
Student
___________________________________
English Teacher
___________________________
Standard for reconsideration; circle the one required.
Standard
AS Number

Creative Writing
90052

Oral Text
90057

Independent reading
90054
Original grade awarded
Not achieved
Achieved
Merit
Excellent
Date of assessment
__________________
Explain the reasons for your appeal.
Refer to the assessment criteria.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Signed ………………………………
Date . ……………………………
Class teacher comment:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
Moderators
English 101
2014
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:
________________________________
English 101
2014
Achievement Standards
1.4
Produce creative writing
1.6
Deliver an oral presentation in a formal situation
1.10
Form personal response to independently read texts, supported by
evidence.
1.1
Show understanding of specified aspect(s) of studied written text(s)
using supporting evidence
1.2
Show understanding of specified aspect(s) of studied visual or oral
text(s) using supporting evidence
1.3
Show understanding of significant aspects of unfamiliar text(s)
through close reading, using supporting evidence
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&l
evel=01
English 101
2014
Achievement Standard
English 1.1
AS 90849
Version 1
Title
Show understanding of specified aspect(s) of studied written text(s), using
supporting evidence
Description
This achievement standard involves a previous reading and study of at least
one written text and the writing of a response that shows understanding of
specified aspect(s) of the text(s).
Level
1
Credits
4
Assessment
External
Achievement Criteria
Achievement
Achievement with Merit
 Show understanding of
 Show convincing
specified aspect(s) of
understanding of specified
studied written text(s),
aspect(s) of studied written
using supporting evidence.
text(s), using supporting
evidence.
Achievement with Excellence
 Show perceptive understanding of
specified aspect(s) of studied
written text(s), using supporting
evidence.
Explanatory Notes
1
2
3
4
5
6
7
8
9
This achievement standard is derived from the Level 6 Making Meaning strand [reading] 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.
Text(s) chosen for study should be at Curriculum Level 6 and/or have characteristics that enable
students to show the expected level of understanding.
Specified aspect(s) are selected from:
 purposes and audiences
 ideas (eg character, theme, setting)
 language features (eg figurative language, syntax, style, symbolism, vocabulary)
 structures (eg part text, whole text, narrative, beginnings and endings).
Studied written text(s) may include New Zealand or world text(s). However, teachers are
encouraged to include both world and New Zealand texts when preparing students for assessment.
A response that shows understanding makes some points relevant to the topic being addressed in
an organised written response.
A response that shows convincing understanding makes clear points which are relevant to the
topic being addressed in an organised written response. The majority of these points are
connected to each other. Some unevenness in the response may be acceptable.
A response that shows perceptive understanding makes clear points which are relevant to the topic
being addressed and will show some insight or originality in thought or interpretation. These
points are developed and integrated.
Supporting evidence refers to specific and relevant details from the text(s) used to support ideas.
A selection from one or more of the following text types will be provided. Reference can be made
to one or more texts within the chosen text type:
 novel
 non-fiction
 print media
 drama
 short story
 poetry/song lyric
 digital/online text; or
 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/qualificationsstandards/qualifications/ncea/ncea-subject-resources.
English 101
2014
10
Achievement Standard
English 1.2
AS 90850
Version 1
Title
Show understanding of specified aspect(s) of studied visual or oral text(s),
using supporting evidence
Description
This achievement standard involves a previous reading and study of at least
one visual or oral text and writing a response that shows understanding of
specified aspect(s) of the text(s).
Level
1
Credits
4
Assessment
External
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Show understanding of
specified aspect(s) of
studied visual or oral
text(s), using supporting
evidence.
 Show convincing
understanding of specified
aspect(s) of studied visual or
oral text(s), using supporting
evidence.
 Show perceptive understanding of
specified aspect(s) of studied visual
or oral text(s), using supporting
evidence.
Explanatory Notes
11
12
13
14
15
16
17
18
19
This achievement standard is derived from the Level 6 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. Text(s) chosen for study should be at Curriculum Level 6 and/or have
characteristics that enable students to show the expected level of understanding.
Specified aspect(s) are selected from:
 purposes and audiences
 ideas (eg character, theme, setting)
 language features of visual or oral texts (eg cinematography, editing, special effects, rhetorical
devices, dialogue and/or oral language, narration, music, sound effects, ambient sound)
 structures (eg part text, whole text, narrative, beginnings and endings).
Studied visual or oral text(s) may include New Zealand or world text(s). However, teachers are
encouraged to include both world and New Zealand texts when preparing students for assessment.
A response that shows understanding makes some points relevant to the topic being addressed in
an organised written response.
A response that shows convincing understanding makes clear points which are relevant to the
topic being addressed in an organised written response. The majority of these points are
connected to each other. Some unevenness in the response may be acceptable.
A response that shows perceptive understanding makes clear points which are relevant to the topic
being addressed and shows some insight or originality in thought or interpretation. These points
are developed and integrated.
Supporting evidence refers to specific and relevant visual or oral details from the text(s) used to
support ideas.
A selection from one or more of the following text types will be provided. Reference can be made
to one or more texts within the chosen text type:
 film
 television programme
 radio programme
 drama production
 graphic novel
 oral performance; or
 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/qualificationsstandards/qualifications/ncea/ncea-subject-resources.
English 101
2014
Achievement Standard
English 1.3
AS 90851
Version 1
Title
Show understanding of significant aspects of unfamiliar written text(s) through
close reading, using supporting evidence
Description
This achievement standard involves showing understanding of purposes and
audiences, ideas, language features, and/or structures based on the close reading of
significant aspects of unfamiliar short written text(s) and extracts from longer
text(s).
Level
1
Credits
4
Assessment
External
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Show understanding of
significant aspects of
unfamiliar written text(s)
through close reading, using
supporting evidence.
 Show convincing understanding
of significant aspects of
unfamiliar written text(s)
through close reading, using
supporting evidence.
 Show perceptive understanding of
significant aspects of unfamiliar written
text(s) through close reading, using
supporting evidence.
Explanatory Notes
20
This achievement standard is derived from the Level 6 Making Meaning [reading] 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.
21
Close reading involves a detailed exploration and consideration of significant aspects of text(s).
22
Significant aspects are selected from:
 purposes and audiences
 ideas (eg character, theme, setting)
 language features (eg figurative language, style, syntax, symbolism, vocabulary)
 structures (eg part text, whole text, narrative)
 text conventions (spelling, punctuation, grammar).
23
Show understanding involves making statements about significant aspects of written text(s) and
explaining these statements in terms of the meanings and effect(s) created.
24
Show convincing understanding involves explaining how significant aspects of written text(s)
work together to create meaning.
25
Show perceptive understanding involves explaining how significant aspects of written text(s)
communicate ideas about the text in relation to the writer’s purpose as well as wider contexts, such
as human experience, society and the wider world.
26
Supporting evidence refers to the use of specific and relevant details from the text(s) to support
ideas.
27
Assessment Specifications for this achievement standard can be accessed through the English
Resources page found at http://www.nzqa.govt.nz/qualificationsstandards/qualifications/ncea/ncea-subject-resources.
English 101
2014
Achievement Standard
English 1.4
AS 90052
Version 4
Title
Produce creative writing
Description
This achievement standard requires drafting, reworking and presenting at least one
piece of creative writing.
Level
1
Credits
3
Assessment
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Develop and structure ideas
in creative writing.
 Develop and structure ideas
convincingly in creative writing.
 Develop and structure ideas effectively
in creative writing.
 Use language features
appropriate to audience and
purpose in creative writing.
 Use language features
appropriate to audience and
purpose with control in creative
writing.
 Use language features appropriate to
audience and purpose with control to
command attention in creative writing.
Explanatory Notes
1
This achievement standard is derived from the Level 6 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.
2
Creative writing text types at this level may include descriptions, narratives, poems, personal
accounts, scripts, or other appropriate creative writing text types. Students are required to draft,
rework and present at least one piece of creative writing that expresses imaginative and creative
ideas.
3
Ideas may include thoughts, feelings, experiences or sensory qualities.
4
Develop and structure ideas means to build on a single idea by adding details or examples, linking
that idea to other ideas and details appropriate to the selected text type.
5
Develop and structure ideas convincingly means that the development of the ideas and structure is
generally credible and connected.
6
Develop and structure ideas effectively means that the development of the ideas and structure is
compelling and well-organised.
7
Use language features means that:
 vocabulary selection, syntax, stylistic features and written text conventions (including
spelling, punctuation, grammar) are appropriate to audience and purpose for a selected text
type
 written text conventions are used without intrusive error patterns, such as a pattern of errors in
syntax (eg sentence fragments, where structures are not used intentionally; and ‘run on’
syntax); or a pattern of other significant errors (eg mixed tense sequences, mis-capitalisation,
spelling errors).
8
Use language features with control means that:
 language features are selected and linked to the intended purpose and audience for the
selected text type
 text conventions are used accurately so that the writing contains only minor errors.
9
Use language features with control to command attention means:
 the original and sustained use of language features, distinctive personal voice, and dimensions
or viewpoints linked to the intended purpose and audience for the selected text type
 text conventions are used accurately so that the writing contains only minor errors.
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php
English 101
2014
Achievement Standard
English 1.6
AS 90857
Version 1
Title
Construct and deliver an oral text
Description
This achievement standard involves constructing, preparing, and delivering an oral
text using oral language features appropriate to audience and purpose.
Level
1
Credits
3
Assessment
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Develop and structure ideas
 Develop and structure ideas
 Develop and structure ideas effectively
in an oral text.
 Use oral language features
appropriate to audience and
purpose.
convincingly in an oral text.
 Use oral language features
appropriate to audience and
purpose with control.
in an oral text.
 Use oral language features appropriate
to audience and purpose with control to
command attention.
Explanatory Notes
1
This achievement standard is derived from the Level 6 Creating Meaning strand [speaking] 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.
2
Oral texts at this level include speeches, seminars, oral histories, debates, live and/or recorded
presentations or performances, and other appropriate oral text types. The texts must be primarily
spoken and may include other appropriate presentation techniques.
3
Text presented for assessment must be the student’s own work.
4
Ideas may include information, opinions, recounted experiences or events, observations,
arguments, interpretations, narrative, thoughts or feelings.
5
Develop and structure ideas means building on ideas by adding details or examples, and working
towards a planned whole.
6
Develop and structure ideas convincingly means that the development of the ideas and structure is
generally credible and connected.
7
Develop and structure ideas effectively means that the development of the ideas and structure is
compelling and well-organised.
8
Language features may include the use of:
 verbal language techniques (eg rhetorical questions, alliteration)
 body language (eg eye contact, stance, gesture, facial expression)
 voice (eg tone, volume, pace, stress)
 presentation features (eg props, costume, demonstration materials or items).
9
Use language features means to select oral language features that are appropriate to purpose and
audience.
10
Use language features with control means that language features and presentation techniques are
selected and linked to the intended purpose and audience.
11
Use language features to command attention is demonstrated through the delivery of a confident
and sustained text.
12
During the delivery of the oral text, other languages may be used (for introduction or greeting, for
example) however the majority of the text must be delivered in English.
13
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 AS90058 and unit standard 8816.
English 101
2014
Achievement Standard
English 1.10
AS 90854
Version 1
Title
Form personal responses to independently read texts, supported by evidence
Description
This achievement standard involves forming personal responses to independently
read texts, supported by evidence.
Level
1
Credits
4
Assessment
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Form personal responses to
independently read texts,
supported by evidence.
 Form convincing personal
responses to independently read
texts, supported by evidence.
 Form perceptive personal responses to
independently read texts, supported by
evidence.
Explanatory Notes
1
2
3
4
5
6
7
8
9
This achievement standard is derived from the Level 6 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. Texts chosen should be at Curriculum Level 6 and/or have
characteristics that enable students to meet the expected level of response.
Form personal responses involves demonstrating personal understandings of, engagement with,
and/or viewpoints on texts. This may also include responding to links between:
 text and self (eg personal contexts and prior knowledge)
 text and world (eg connections with knowledge, experience, ideas and
imagination from social, cultural, literary, political or historical
contexts).
Form convincing personal responses involves demonstrating personal understandings of,
engagement with, and/or viewpoints on texts which are generally meaningful. This may also
include responding to links between:
 text and self (eg personal contexts and prior knowledge)
 text and world (eg connections with knowledge, experience, ideas and
imagination from social, cultural, literary, political or historical
contexts).
Form perceptive personal responses involves demonstrating personal understandings of,
engagement with, and/or viewpoints on texts which show some insight in thought or reflection.
This may also include responding to links between:
 text and self (eg personal contexts and prior knowledge)
 text and world (eg connections with knowledge, experience, ideas and
imagination from social, cultural, literary, political or historical
contexts).
At least six texts must be included. At least four written texts must be included, two of which
must be extended texts. The remaining two texts can be visual, oral or written.
All written texts must be selected and read independently by the student and must not have been
previously studied.
Personal responses can be presented in written and/or oral forms.
Evidence includes reference to specific and relevant details.
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 8808, unit standard 8809, unit standard 8810, and unit
st