NZQA
Approved
Internal assessment resource English 3.5B for Achievement Standard 91476
PAGE FOR TEACHER USE
Internal Assessment Resource
English Level 3
This resource supports assessment against:
Achievement Standard 91476
Create and deliver a fluent and coherent oral text which
develops, sustains, and structures ideas
Resource title: Teaching time
3 credits
This resource:

Clarifies the requirements of the Standard

Supports good assessment practice

Should be subjected to the school’s usual assessment quality assurance
process

Should be modified to make the context relevant to students in their school
environment and ensure that submitted evidence is authentic
Date version published by
Ministry of Education
December 2012
Quality assurance status
These materials have been quality assured by NZQA.
NZQA Approved number A-A-12-2012-91476-01-6098
Authenticity of evidence
Teachers must manage authenticity for any assessment
from a public source, because students may have
access to the assessment schedule or student exemplar
material.
To support internal assessment from 2013
Using this assessment resource without modification
may mean that students’ work is not authentic. The
teacher may need to change figures, measurements or
data sources or set a different context or topic to be
investigated or a different text to read or perform.
This resource is copyright © Crown 2012
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Internal assessment resource English 3.5B for Achievement Standard 91476
PAGE FOR TEACHER USE
Internal Assessment Resource
Achievement Standard English 91476: Create and deliver a
fluent and coherent oral text which develops, sustains, and
structures ideas
Resource reference: English 3.5B
Resource title: Teaching time
Credits: 3
Teacher guidelines
The following guidelines are supplied to enable teachers to carry out valid and
consistent assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by Achievement
Standard English 91476. The achievement criteria and the explanatory notes contain
information, definitions, and requirements that are crucial when interpreting the
Standard and assessing students against it.
Context/setting
This activity requires students to deliver a presentation to their class on an area in
which they have expertise or knowledge.
Before the assessment occurs students need to have:

developed an understanding of the conventions and varying styles of informative
and engaging speaking

viewed and read a number of diverse oral presentations that successfully engage
and inform their audience

developed and sustained ideas about their chosen area

put their ideas into possible presentation formats

practised oral delivery techniques and considered their effects

planned and created an oral text

rehearsed, and received constructive feedback.
Conditions
Students prepare, create, and deliver their presentations individually. Their
preparation is not directly assessed, but the planning and preparation process should
ensure authenticity. Offer suggestions to the students about how they might structure
and develop their ideas.
Resource requirements
Access to appropriate presentation technologies and any other resources needed.
This resource is copyright © Crown 2012
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Internal assessment resource English 3.5B for Achievement Standard 91476
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Additional information
Opportunities to connect students’ crafted oral presentations to the assessment of
other internal Standards include:

Achievement Standard English 3.4 (91475): Produce a selection of fluent and
coherent writing which develops, sustains, and structures ideas

Achievement Standard English 3.7 (91478): Respond critically to significant
connections across texts, supported by evidence

Achievement Standard English 3.8 (91479): Develop an informed understanding
of literature and/or language using critical texts.
Wherever such integration occurs, ensure that the work presented for each
assessment is sufficiently developed to meet the criteria for each Standard. In all
cases, refer closely to each relevant Standard including the explanatory notes and
the conditions of assessment guidelines.
This resource is copyright © Crown 2012
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Internal assessment resource English 3.5B for Achievement Standard 91476
PAGE FOR STUDENT USE
Internal Assessment Resource
Achievement Standard English 91476: Create and deliver a
fluent and coherent oral text which develops, sustains, and
structures ideas
Resource reference: English 3.5B
Resource title: Teaching time
Credits: 3
Achievement
Create and deliver a fluent
and coherent oral text which
develops, sustains, and
structures ideas.
Achievement with Merit
Create and deliver a fluent
and coherent oral text which
develops, sustains, and
structures ideas and is
convincing.
Achievement with
Excellence
Create and deliver a fluent
and coherent oral text which
develops, sustains, and
structures ideas and
commands attention.
Student instructions
Introduction
This assessment activity requires you to create and deliver a presentation to your
class on an area in which you have knowledge or expertise.
You will prepare and construct your presentation during a combination of class and
homework time. Your presentation should be at least six minutes, although if you are
including facilitation activities you will need more time.
You will be assessed on how effectively you develop and link ideas in the structure of
your presentation and how effectively you employ oral language features in its
delivery.
Teacher note: Add details of the time required to complete this task.
Task
Choose a topic
Discuss your topic choice with your teacher to ensure that it allows scope for you to
develop, sustain, and structure your ideas in a coherent presentation.
Compile your ideas
Ideas include thoughts, feelings, experiences, facts, opinions, and information. All of
these could be relevant and utilised effectively in a presentation.

List all the ideas you could include within your area of focus.

Choose the ideas you think are the most interesting and the most important.

Decide on four or more subheadings you could use.

Put aside time to further research your ideas.
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Internal assessment resource English 3.5B for Achievement Standard 91476
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Structure your ideas and choose techniques
In order to develop, sustain, and integrate your ideas coherently and effectively you
will need to structure your presentation carefully before delivering it. Consider the
subheadings you have developed and decide on the best order in which to deliver
your ideas. When doing this, consider the following questions:

What does my audience already know?

How can I utilise this previous knowledge and build on it in my presentation?

Are there any terms I need to define or explain to my audience?

Are there any ideas that could use an image, a diagram, or a class activity to
support and explain them?
Think about which oral language techniques would best communicate your ideas.
Refer to Resource B for a list of oral language techniques.
For each subheading you have developed, fill out the important ideas that are
necessary to fully inform your audience. You should aim to build on the ideas in the
subheading by adding comments, explanations, details, or examples. Ensure you
make connections with other relevant parts of your presentation so that your
audience understands how the separate ideas are tied together.
You may decide to use a presentation aid to enhance your lesson. Talk to your
teacher about tools you could use. Refer to Resource A for a list of electronic tools.
Practise and deliver your presentation
You will be more likely to command your audience’s attention if you speak confidently
and fluently. Consider practising in front of an audience to find out which parts of your
presentation are the most engaging and interesting. Seek feedback on how well your
use of oral language techniques creates effects and commands attention. Refine
your use of techniques and/or add further techniques where appropriate.
Deliver your presentation to your classmates.
This resource is copyright © Crown 2012
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Internal assessment resource English 3.5B for Achievement Standard 91476
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Resource A: Handy tools
Electronic tools can be used to illustrate and support your oral presentation.
Examples include, but are not limited to:

VoiceThread – an easy-to-use online Flash-based tool that allows you to string
images and videos together and annotate them with sound and text.

Prezi – an online Flash-based presentation tool that has non-linear animations
and can show relationships with powerful layout control.

Cooliris – an online tool for compiling an image wall – users can zoom in and out
from individual elements and do not need to follow a linear animated path.
This resource is copyright © Crown 2012
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Internal assessment resource English 3.5B for Achievement Standard 91476
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Resource B: Oral language features
Verbal language techniques could include:

direct address to the audience

sound devices, such as alliteration

structures, such as deliberate repetition or rhetorical questions

choice of words and phrases, such as evocative adjectives or puns

figurative language, such as similes

humour, analogy, or anecdotes

quotations and readings

personal pronouns or colloquialisms (if appropriate to engage your audience).
Body language techniques could include:

gesture

facial expression

stance

eye contact

movement.
Voice techniques could include:

pauses and emphasis

variety in pitch, rhythm, intonation, volume, or pace.
This resource is copyright © Crown 2012
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Internal assessment resource English 3.5B for Achievement Standard 91476
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Assessment schedule: English 91476 Teaching time
Evidence/Judgements for Achievement
The student creates and delivers a fluent and
coherent oral presentation which develops,
sustains, and structures ideas.
This involves demonstrating an understanding of
purpose and audience by:
 developing ideas and making links between
them. Ideas may include the use of narrative,
anecdote, quotation, allusion, imagery,
explanations, analysis, explorations, critique,
details, examples, and a range of dimensions or
viewpoints
 selecting and using language features
appropriate to an oral text to create consistency
in meaning and effect and to sustain interest.
This includes oral features such as rhetorical
devices (for example, use of pronouns, triple
construction), body language (such as
movement, gesture, facial expression), voice
(for example, tone, volume, pace, stress), props,
costume, and demonstration materials or items
 selecting effective structure(s). This may include
poetic, formal, and narrative forms or a
combination of these.
Seminar topic: The rebel in The Handmaid’s Tale
and One Flew Over the Cuckoo’s Nest.
Presentation structure: Seminar integrated with
dramatic monologues as Moira and McMurphy.
The audience is presented with a series of ideas
about the rebels, illustrated by role play. Ideas are
appropriate but lack some depth and cohesion, for
example, the introduction does not make explicit
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Evidence/Judgements for Achievement with
Merit
Evidence/Judgements for Achievement with
Excellence
The student creates and delivers a fluent and
coherent oral presentation which develops,
sustains, and structures ideas and is convincing.
This involves demonstrating a discerning
understanding of purpose and audience through
the discriminating selection, development, and
integration of ideas, language features, and
structures appropriate to an oral text to create
consistency in meaning and effect and to sustain
interest.
The student creates and delivers a fluent and
coherent oral presentation which develops,
sustains, and structures ideas and commands
attention.
This involves demonstrating a sophisticated
understanding of purpose and audience through
the insightful selection and integration of ideas,
language features, and structures appropriate to
an oral text to create consistency in meaning and
effect, sustain interest, and create a striking whole.
Ideas may include the use of narrative, anecdote,
quotation, allusion, imagery, explanations,
analysis, explorations, critique, details, examples,
and a range of dimensions or viewpoints.
Ideas may include the use of narrative, anecdote,
quotation, allusion, imagery, explanations,
analysis, explorations, critique, details, examples,
and a range of dimensions or viewpoints.
Oral language features include rhetorical devices
(for example, use of pronouns, triple construction),
body language (such as movement, gesture, facial
expression), voice (for example, tone, volume,
pace, stress), props, costume, and demonstration
materials or items.
Structures may include poetic, formal, and
narrative forms or a combination of these.
Oral language features include rhetorical devices
(for example, use of pronouns, triple construction),
body language (such as movement, gesture, facial
expression), voice (for example, tone, volume,
pace, stress), props, costume, and demonstration
materials or items.
Structures may include poetic, formal, and
narrative forms or a combination of these.
Seminar topic: The rebel in The Handmaid’s Tale
and One Flew Over the Cuckoo’s Nest.
Seminar: The rebel in The Handmaid’s Tale and
One Flew Over the Cuckoo’s Nest.
Presentation structure: Seminar integrated with
dramatic monologues as Moira and McMurphy.
Presentation structure: Seminar integrated with
dramatic monologues as Moira and McMurphy.
The audience is informed about the roles of the
rebels through the conscious selection of detailed
ideas (showing discrimination and a discerning
understanding of purpose and audience), but
references remain very much tied to the text.
Presentation lacks insightfulness, as required for
The audience is challenged to consider their own
perspective on the roles of the rebels, showing a
sophisticated understanding by the speaker of
purpose and audience. Perceptive and wellsupported understandings are developed about
both characters, how they are presented, and their
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Internal assessment resource English 3.5B for Achievement Standard 91476
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links between setting, character, and author’s
purpose. There is adequate role play. Positioning
to denote character is used but is limited. There is
sufficient use of voice and body language in both
seminar and monologues. There is also sufficient
level of audience contact to demonstrate
understanding of purpose and audience.
The examples above relate to only part of what is
required, and are just indicative.
Excellence. The role play is competent, with
variations in voice and body language. However, a
greater level of fluency and confidence is required
for the presentation to be “striking” or to “command
attention”, as is required for Excellence in both
seminar and monologues.
roles in the texts (integration). Monologues as
McMurphy and Moira are effective, sustained, and
integrated and command the attention of the
audience. Audience contact is sustained
throughout. There is a fluent, confident, animated
delivery of both seminar and monologues.
The examples above relate to only part of what is
required, and are just indicative.
The examples above relate to only part of what is
required, and are just indicative.
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the
Achievement Standard.
This resource is copyright © Crown 2012
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