2014 ENG302
Teacher
Student:
TAWA
COLLEGE
Tawa College
English Department
ENG 302
Student Handbook 2014
Guidelines and information
Achievement Standards
2014 ENG302
Programme and Calendar
2 0 1 4 Ac hi e ve m e nt S ta nda r ds
Level 3
AS
AS91475
Task
Conditions
Fluent and coherent
A folio of writing will be kept by
writing
the student during the year from
which at least two pieces will be
3.4
2014 Timeline
Final deadline end of term
three
crafted for assessment.
AS91476
Fluent and coherent oral
Students will get at least two
text
opportunities to present orally
to the class. This will form an
Assessed in the last two
weeks of term one
oral presentation folio from
3.5
which at least one presentation
will be crafted for assessment.
AS91478
3.7
Respond critically to
Students will explore at least
significant connections
three thematically linked texts in
across texts, supported
class, and at least one text
by evidence
independently. Their final work
Due end of term two
for assessment will be
presented as a critical essay.
AS91479
3.8
Develop an informed
Students will explore a range of
understanding of
critical theory and apply this to
language using critical
the language of advertising
Due end of term one
texts
Respond critically to
Students will independently
AS91480
significant aspects of
select a visual text for close
3.9
visual text through close
analysis
Due beginning of term
three
reading
AS91473
3.2
Respond critically to
Students write essay responses
visual or oral text
to visual texts studied during
the year. This is also supported
by the reading of critical texts.
Assessed in final exams
2014 ENG302
Guidelines
and
Information
Procedures and Assessment
In order to preserve fairness and equity deadlines for assessment are to be taken very seriously. It is your
responsibility to meet the deadlines.
The due date is the due date. If you are going to be absent on the day the assessment is due because of
a class, school or sports trip, it is your responsibility to ensure that you have completed the assessment
before the due date and that you have told your teacher of your upcoming absence.
An assessment which is late receives a Not Achieved unless the lateness is related to:

A pre-arranged and school approved extended leave / activity

Illness supported by a doctor’s certificate

Circumstances accepted by the Principal’s Nominee.
Extensions will only be granted in relation to the above circumstances and need to be signed off
by the HOD English. The extension will be for a time period adequate to fairly complete the
assignment.
Authenticity / Cheating
For Internally assessed standards you will be required to sign the Authentication Sheet (an example is at
the back of this booklet)
If there is doubt about your work you will be interviewed by the HOD English, who will talk to your parents /
caregivers if necessary.
In the case of formal assessments (common assessments and exams), if you are suspected of cheating
your work will be initialled by the supervisor of the exam. You will be allowed to complete the assessment
and the matter will be referred immediately to the HOD, who will interview you and your parents.
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.
2014 ENG302
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 ENG302
RECO NSI DER ATI ON OF NCE A E NGLISH GR ADE
Student
___________________________________
English Teacher
___________________________
Standard for reconsideration; circle the one required.
Standard Title
AS / US Number
Original grade awarded Not achieved
Date of assessment
Achieved
Merit
Excellent
__________________
Explain the reasons for your appeal.
Refer to the assessment criteria.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
____
Signed ………………………………
Date . ……………………………
Class teacher comment:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________
Moderators
2014 ENG302
Authentication sheet
T AW A
COLLEGE
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 ENG302
Achievement Standards
91473
3.2
Respond to visual text
91475
3.4
Produce a selection of fluent and
coherent writing
91476
3.5
Oral presentation
91478
3.7
Respond critically to significant
connections across texts
91479
3.8
Develop an informed understanding of
language using critical texts
91480
3.9
Respond critically to significant aspects of
visual text through close reading
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=03
2014 ENG302
Achievement Standard
91473:
Title
Respond critically to specified aspect(s) of studied visual or oral text(s),
supported by evidence
This achievement standard involves responding critically to specified
aspect(s) of studied visual or oral text(s), supported by evidence.
Description
Level
3
English 3.2
Credits
Version 1
4
Assessment
External
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Respond critically to
specified aspect(s) of
studied visual or oral
text(s), supported by
evidence.
 Respond critically and
convincingly to specified
aspect(s) of studied visual or
oral text(s), supported by
evidence.
 Respond critically and perceptively
to specified aspect(s) of studied
visual or oral text(s), supported by
evidence.
Explanatory Notes
1
This standard is derived from the Level 8 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 also related to the material in the Teaching and
Learning Guide for English, Ministry of Education, 2011 at http://seniorsecondary.tki.org.nz. Text(s) chosen for
study should be at Curriculum Level 8 and/or have characteristics that enable students to show the expected
level of understanding.
2
Respond critically involves developing the focus and scope of an argument when discussing specified aspect(s)
of the text(s), and integrating a range of relevant points. The argument is communicated clearly and coherently,
in a structured written answer that follows the conventions of an essay format.
Respond critically and convincingly involves making a discerning and informed argument relating to the
specified aspect(s) of the text(s).
Respond critically and perceptively involves making a sophisticated and insightful and/or original argument
relating to the specified aspect(s) of the text(s).
3
Specified aspect(s) of visual or oral text(s) are selected from:
 purposes and audiences
 ideas (e.g. character, theme, setting)
 language features (e.g. cinematography, mise-en-scène, editing, production
design, sound, performance, rhetorical devices)
 structures (e.g. narrative sequence, beginnings and endings).
4
Studied refers to a considered exploration of the specified aspects of text(s).
5
Visual or oral text(s) may include part or whole texts from New Zealand and world texts. Reference may be
made to one or more texts within the chosen text types or a combination of those listed below (inter textual
studies):
Film, television programme, drama production, radio programme, oral performance,
multi-media, graphic novel, digital, online.
6
Supported by evidence refers to the use of specific and relevant details to support an argument. This may
include examples, quotations, and/or references to the studied text(s) and/or other sources.
7
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/subjects/.
Replacement Information
This achievement standard replaced AS90723.
2014 ENG302
Achievement Standard
91475:
Title
Produce a selection of fluent and coherent writing which develops, sustains,
and structures ideas
Version 1
This achievement standard involves producing a selection of fluent and
coherent writing which develops, sustains, and structures ideas.
Description
Level
English 3.4
3
Credits
Assessment
6
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Produce a selection of
fluent and coherent writing
which develops, sustains,
and structures ideas.
 Produce a selection of fluent
and coherent writing which
develops, sustains, and
structures ideas and is
convincing.
 Produce a selection of fluent and
coherent writing which develops,
sustains, and structures ideas and
commands attention.
Explanatory Notes
1
This standard is derived from the Level 8 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 also related to the material in the Teaching and Learning Guide for English, Ministry of Education, 2011 at
http://seniorsecondary.tki.org.nz.
2
Produce a selection of fluent and coherent writing which develops, sustains, and structures ideas involves
demonstrating understanding of purpose and audience through:

the development of ideas and the making of links between them throughout a piece of writing. This may
include use of: narrative, imagery, explanations, analysis, explorations, critique, details, examples, and a
range of dimensions or viewpoints

the selection and use of structures and language features appropriate to the particular written text type to
create consistency in meaning and effect, and to sustain interest

the accurate use written text conventions (including spelling, punctuation, grammar) so that the writing
contains at most minor errors.
Produce a selection of fluent and coherent writing which develops, sustains, and structures ideas and is
convincing involves demonstrating discerning understanding of purpose and audience through:

the discriminating selection and integration of ideas, language features, and structure.
Produce a selection of fluent and coherent writing which develops, sustains, and structures ideas and
commands attention involves demonstrating a sophisticated understanding of purpose and audience through:

the insightful selection and integration of ideas, language features, and structure to create a striking whole.
3
A selection of writing means that at least two pieces are chosen from a range of drafts and taken to publication
standard.
4
Written pieces may include poems, scripts, text reviews, feature articles, short fiction, essays, other appropriate
text types.
5
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 8835 and AS90720.
2014 ENG302
Achievement Standard
91476:
Title
Create and deliver a fluent and coherent oral text which develops, sustains,
and structures ideas
Version 1
This achievement standard involves creating and delivering a fluent and
coherent oral text which develops, sustains, and structures ideas.
Description
Level
English 3.5
3
Credits
3
Assessment
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Create and deliver a fluent
and coherent oral text
which develops, sustains,
and structures ideas.
 Create and deliver a fluent
and coherent oral text which
develops, sustains, and
structures ideas and is
convincing.
 Create and deliver a fluent and
coherent oral text which develops,
sustains, and structures ideas and
commands attention.
Explanatory Notes
1
This standard is derived from the Level 8 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 also related to the material in the Teaching and Learning Guide for English, Ministry of Education,
2011 at http://seniorsecondary.tki.org.nz.
2
Create and deliver a fluent and coherent oral text which develops, sustains, and structures ideas involves
demonstrating understanding of purpose and audience through:

the development of ideas and the making of links between them throughout an oral text. This may include
use of: narrative, anecdote, quotation, allusion, imagery, explanations, analysis, explorations, critique,
details, examples, a range of dimensions or viewpoints

the selection and use of structures and oral language features appropriate to the particular oral text to
create consistency in meaning and effect, and to sustain interest.
Create and deliver a fluent and coherent oral text which develops, sustains, and structures ideas and is
convincing involves demonstrating a discerning understanding of purpose and audience through:

the discriminating selection and integration of ideas, oral language features, and structure.
Create and deliver a fluent and coherent oral text which develops, sustains, and structures ideas and
commands attention involves demonstrating a sophisticated understanding of purpose and audience through:

the insightful selection and integration of ideas, oral language features, and structure to create a striking
whole.
3
Oral texts may include speeches, seminars, oral histories, debates, live and recorded presentations or other
appropriate oral text types. The text is primarily spoken and can include other appropriate presentation
techniques.
4
Oral language features may include rhetorical devices (e.g. use of pronouns, triple construction), body language
(e.g. movement, gesture, facial expression), voice (e.g. tone, volume, pace, stress), props, costume,
demonstration materials or items.
5
Although extracts from the works of others may be included, the oral text presented is primarily the student’s own
work.
6
Although other languages may also be included (e.g. as an introduction or greeting), the oral text presented is
primarily in English.
7
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php.
2014 ENG302
Achievement
Standard
91478
Title
Respond critically to significant connections across texts, supported by evidence
Description
This achievement standard involves responding critically to significant connections
across texts, supported by evidence.
Level
3
English 3.7
Credits
4
Version 1
Assessment
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Respond critically to
significant connections across
texts, supported by evidence.
 Respond critically and
convincingly to significant
connections across texts,
supported by evidence.
 Respond critically and perceptively
to significant connections across
texts, supported by evidence.
Explanatory Notes
1 This standard is derived from the Level 8 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 also related to the material in
the Teaching and Learning Guide for English, Ministry of Education, 2012 at http://seniorsecondary.tki.org.nz.
Texts chosen should be at Curriculum Level 8 and/or have characteristics that enable students to meet the
expected level of critical response.
2 Respond critically involves making evaluative interpretations and judgements.
Respond critically and convincingly involves making discerning and informed interpretations and judgements.
Respond critically and perceptively involves making sophisticated and insightful and/or original interpretations
and judgements.
3 Significant refers to how aspects and interpretations of the text create meaning.
4 Connections relate to how all texts are linked in relation to a selection from:

purposes and audiences

ideas, knowledge, and experience

language features

structures.
5 Supported by evidence refers to the use of specific and relevant details to support an argument. This may include
quotations and/or references to the studied texts and/or other sources.
6 At least four texts must be included, at least one of which must be student selected. The texts selected for study
may be written, visual and/or oral, short and/or extended or any combination of these.
7 Critical responses may be presented in appropriate oral, written, and/or visual forms, or a combination of these.
8 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 8834.
2014 ENG302
Achievement Standard
91479:
Title
Develop an informed understanding of literature and/or language using
critical texts
Version 1
This achievement standard involves developing an informed understanding
of literature and/or language using critical texts.
Description
Level
English 3.8
3
Credits
Assessment
4
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence

 Develop an informed and
convincing understanding of
literature and/or language
using critical texts.
 Develop an informed and perceptive
understanding of literature and/or
language using critical texts.
Develop an informed
understanding of literature
and/or language using
critical texts.
Explanatory Notes
1
This standard is derived from the Level 8 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 also related to the material in
the Teaching and Learning Guide for English, Ministry of Education, 2011 at http://seniorsecondary.tki.org.nz.
Texts chosen should be at Curriculum Level 8 and/or have characteristics that enable students to meet the
expected level of informed understanding.
2
Develop an informed understanding involves developing a coherent reading, critique, and interpretation which
includes judgements, commentary, and details and/or examples.
Develop an informed and convincing understanding involves demonstrating understandings that are discerning.
Develop an informed and perceptive understanding involves demonstrating understandings that are
sophisticated and insightful and/or original.
3
Literature and/or language include written, oral, and visual texts.
4
Critical texts may include linguistic or literary theory, criticism, and/or analysis. They may be written, oral,
and/or visual texts. Texts are student selected.
5
Using critical texts is a process that involves:
 developing a hypothesis or theory to frame an investigation
 selecting critical texts
 selecting information and evaluating its reliability and usefulness in relation to the investigation
 synthesising information from primary source(s) and critical texts (e.g. using readings from different critics to
interpret Othello’s motivation; using feminist theory to interpret advertising language).
6
Understandings can be presented in appropriate oral, written, and/or visual forms, or a combination of these.
7
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php.
2014 ENG302
Achievement Standard
Subject Reference
English 3.9
Title
Respond critically to significant aspects of visual and/or oral text(s)
through close reading, supported by evidence
Level
3
Credits
3
Subfield
English
Domain
English Visual Language
Assessment
Internal
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
4 December 2012
This achievement standard involves responding critically to significant aspects of visual and/or oral
text(s) through close reading, supported by evidence.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Respond critically to
significant aspects of
visual and/or oral text(s)
through close reading,
supported by evidence.
 Respond critically and
convincingly to significant
aspects of visual and/or
oral text(s) through close
reading, supported by
evidence.
 Respond critically and
perceptively to significant
aspects of visual and/or oral
text(s) through close reading,
supported by evidence.
Explanatory Notes
1
This standard is derived from the Level 8 Making Meaning [listening, viewing] and the
Creating Meaning strand [speaking, writing, presenting] and related achievement objectives
in the English Learning Area of The New Zealand Curriculum, Learning Media, Ministry of
Education, 2007; and is also related to the material in the Teaching and Learning Guide for
English, Ministry of Education, 2021 at http://seniorsecondary.tki.org.nz. Texts chosen are at
Curriculum Level 8 and/or have characteristics that enable students to meet the expected
level of response.
2
Respond critically involves making evaluative interpretations and judgements.
Respond critically and convincingly involves making discerning and informed interpretations
and judgements.
Respond critically and perceptively involves making sophisticated, insightful, and/or original
interpretations and judgements.
2014 ENG302
3
Close reading involves a detailed exploration and consideration of significant aspects of
texts.
4
Text(s) for close reading will not have been previously studied and may be complete text(s)
or extract(s). Reference may be made to one or more texts within the chosen text types or a
combination of those listed below (inter textual studies):
5

film

television programme

drama production

multi-media

graphic novel

radio programme

digital

online

oral performance
Aspects of visual and/or oral text(s) may include:

audiences and purposes

ideas (eg themes, attitudes, beliefs, experiences, feelings, insights, meanings, opinions,
thoughts, understandings within the text)

language features of visual or oral texts (eg cinematography, mise-en-scène, editing,
production design, sound, performance, rhetorical devices)

structures (eg narrative sequence, beginnings and endings).
6
Significant refers to how aspects and interpretations of the text create meaning.
7
Supported by evidence refers to the use of specific and relevant detail to support
interpretation and judgement. This may include quotations from and/or references to the
text(s).
8
Close reading responses may be presented in appropriate oral, written, and/or visual, forms,
or a combination of these.
9
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php.
Replacement Information
This achievement standard replaced unit standard 12429, unit standard 12430, unit standard
12431, and unit standard 12432.