2014 English 102
Teacher
Student:
TAWA
COLLEGE
Tawa College
English Department
ENG 102
Student Handbook 2014
Guidelines and information
Achievement Standards
2014 English 102
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.
2014 English 102
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.
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 are informed in writing by the HOD
2014 English 102
Procedures and Assessment - Writing
The same assessment requirements and procedures apply for Achievement Standard assessment at Years
11, 12 and 13 – NCEA Levels 1, 2 and 3.
Assessment
Formative
assessment
Teachers will conduct a range of formative assessments of writing and
presentation through the year, well prior to the summative
assessment.
These are to be marked using the marking schedules.
Work may be kept and used as evidence to count toward the Unit
Standard Level One Literacy pathway.
Achievement AS 1.4 Creative writing (Internally Assessed)
Standard
Level 1
Students will keep a folio of writing throughout the year. They will
select, craft and develop a piece of creative writing over a series of
periods in class under assessment conditions.
Achievement AS 1.5 Formal Writing (Internally Assessed)
Standard
Students will keep a folio of writing throughout the year
Level 1
They will select a piece of formal writing and craft in class over a
series of periods under assessment conditions.
Writing from other achievement standards (1.10 and 1.6) may be kept
in the folio and crafted to meet the criteria for AS 1.5.
2014 English 102
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
US 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 102
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 102
Achievement Standards
1.2
Show understanding of visual text using supporting evidence.
1.4
Produce creative writing
1.5
Produce formal writing
Students will do EITHER creative OR formal writing but not both
1.6
Construct and deliver oral text
1.7
Create visual text
1.8
Theme study
1.10
Form personal response to independently read texts.
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=01
2014 ENG102
2014 English 102
Achievement Standard
Title
AS 90850
Version 1
Show understanding of specified aspect(s) of studied visual or oral
text(s), using supporting evidence
Description
Level
English 1.2
1
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).
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
1
2
3
4
5
6
7
8
9
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/qualifications-standards/qualifications/ncea/nceasubject-resources.
2014 ENG102
2014 English 102
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
Credits
1
Assessment
3
Internal
Achievement Criteria
Achievement
Achievement with Merit

Develop and structure  Develop and structure
ideas in creative
ideas convincingly in
writing.
creative writing.

Use language
features appropriate
to audience and
purpose in creative
writing.

Achievement with Excellence

Develop and structure ideas
effectively in creative writing.
Use language features
 Use language features
appropriate to audience
appropriate to audience and
and purpose with control
purpose with control to
in creative writing.
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
2014 ENG102
2014 English 102
Achievement Standard
English 1.5
AS 90053
Title
Produce formal writing
Description
This achievement standard requires drafting, reworking and
presenting at least one piece of formal writing.
Level
Credits
1
Assessment
3
Internal
Achievement Criteria
Achievement
Achievement with Merit

Develop and structure  Develop and structure
ideas in formal
ideas convincingly in
writing.
formal writing.

Use language
features appropriate
to audience and
purpose in formal
writing.

Achievement with Excellence

Develop and structure ideas
effectively in formal writing.
Use language features
 Use language features
appropriate to audience
appropriate to audience and
and purpose with control
purpose with control to
in formal writing.
command attention in formal
writing.
Explanatory Notes
1
2
3
4
5
6
7
8
9
10
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.
Formal writing text types at this level may include reports, commentaries, text reviews, (auto)
biographical profiles, articles, expository essays, digital text forms and other appropriate formal writing
text types. Students are required to draft, rework and present at least one piece of formal writing that
expresses ideas, information and/or opinions.
Ideas may include facts, information, opinions, observations, and/or arguments.
Develop and structure ideas means to build on a single idea by adding details or examples, linking
that idea to other ideas and details, and working towards a coherent planned whole.
Develop and structure ideas convincingly means that the development of the ideas and structure is
generally credible and connected.
Develop and structure ideas effectively means that the development of the ideas and structure is
compelling and well-organised.
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).
Use language features with control means that:
 language features are selected and linked to the intended purpose and audience
 text conventions are used accurately so that the writing contains only minor errors.
Use language features with control to command attention means:
 the original and sustained use of language features, vocabulary selection, distinctive personal
voice, dimensions or viewpoints
 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.
2014 ENG 102
2014 English 102
Achievement Standard
Title
AS 90857
Version 1
Construct and deliver an oral text
Description
Level
English 1.6
1
This achievement standard involves constructing, preparing,
and delivering an oral text using oral language features
appropriate to audience and purpose.
Credits
Assessment
3
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Develop and structure  Develop and structure
ideas in an oral text.
ideas convincingly in an
oral text.
 Develop and structure ideas
effectively in an oral text.
 Use oral language
features appropriate
to audience and
purpose.
 Use oral language features
appropriate to audience and
purpose with control to
command attention.
 Use oral language
features appropriate to
audience and purpose
with control.
Explanatory Notes
1
2
3
4
5
6
7
8
9
10
11
12
13
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.
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.
Text presented for assessment must be the student’s own work.
Ideas may include information, opinions, recounted experiences or events, observations, arguments,
interpretations, narrative, thoughts or feelings.
Develop and structure ideas means building on ideas by adding details or examples, and working
towards a planned whole.
Develop and structure ideas convincingly means that the development of the ideas and structure is
generally credible and connected.
Develop and structure ideas effectively means that the development of the ideas and structure is
compelling and well-organised.
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).
Use language features means to select oral language features that are appropriate to purpose and
audience.
Use language features with control means that language features and presentation techniques are
selected and linked to the intended purpose and audience.
Use language features to command attention is demonstrated through the delivery of a confident and
sustained text.
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.
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.
2014 ENG102
2014 English 102
Achievement Standard
Title
AS 90855
Create a visual text
Description
Level
English 1.7
1
This achievement standard requires developing and structuring
ideas in a visual text using language features appropriate to
audience and purpose.
Credits
3
Assessment
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Develop and structure  Develop and structure
ideas in a visual text.
ideas convincingly in a
visual text.
 Develop and structure ideas
effectively in a visual text.
 Use language
features appropriate
to purpose and
audience.
 Use language features
appropriate to purpose and
audience with control to
command attention.
 Use language features
appropriate to purpose
and audience with
control.
Explanatory Notes
1
2
3
4
5
6
7
8
9
10
11
12
This achievement standard is derived from the Level 6 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.
The text must include visual and verbal components. The text must be an original
construction by the student. The components may either be original, adapted or taken from
other texts or sources.
Visual text types at this level may include posters, graphic or illustrated texts, visual displays,
web pages, live or recorded dramatic presentations, videos and other appropriate visual text
types. 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 or feelings.
Develop and structure ideas means building on ideas by adding details or examples, and
working towards a planned whole.
Develop and structure ideas convincingly means that the development of the ideas and
structure is generally credible and connected.
Develop and structure ideas effectively means that the development of the ideas and
structure is compelling and well-organised.
Language features include:
 visual (eg images, sequence, costumes, movement)
 verbal (eg dialogue, quotations).
Use language features means to select visual and verbal features that are appropriate to
purpose and audience.
Use language features with control means that language features and presentation
techniques are selected and linked to the intended purpose and audience.
Use language features to command attention is demonstrated through the delivery of a
confident and sustained text.
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 AS90059 and unit standard 12417.
2014 ENG102
2014 English 102
Achievement Standard
English 1.8
AS 90852
Title
Explain significant connections across texts
Description
This achievement standard involves explaining significant
connection(s) across texts, using supporting evidence.
Level
Credits
1
4
Assessment
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with
Excellence
 Explain significant
connection(s) across
texts, using supporting
evidence.
 Convincingly explain
significant connection(s)
across texts, using
supporting evidence.
 Perceptively explain
significant connection(s)
across texts, using
supporting evidence.
Explanatory Notes
1
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. Texts
chosen should be at Curriculum Level 6 and/or have characteristics that enable
students to meet the expected level of explanation.
2
The texts selected for study may be any combination of written, visual and/or oral. At
least four texts (written, oral and/or visual; short and/or extended) must be included.
At least one text must be student-selected.
3
Connection(s) may include links, commonalities and/or relationships between:
 knowledge, experience and ideas
 purposes and audiences
 language features
 structures.
4
Explain involves expressing ideas about the connection(s) between texts.
5
Convincingly explain involves making clear points that develop understandings about
the connection(s) being addressed. Some unevenness in the response may be
acceptable.
6
Perceptively explain involves making clear points that develop understandings that
show some insight or originality in thought or interpretation about the connection(s)
being addressed. Some unevenness in the response may be acceptable.
7
Supporting evidence refers to the use of specific and relevant details from each
text(s) to support ideas.
8
Explanations about connection(s) may be presented in appropriate oral, written
and/or visual forms.
9
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php.
2014 ENG102
2014 English 102
Achievement Standard
Title
English 1.10
AS 90854
Version 1
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
Credits
1
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
This achievement standard is derived from the Level 6 Making Meaning strand [listening, reading,
2
3
4
5
6
7
8
9
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
standard 8814.