2014 English 201
Teacher:
Student:
TAWA
COLLEGE
Tawa College
English Department
ENG 201
Student Handbook 2014
Guidelines and information
Achievement Standards
2014 English 201
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.
2014 English 201
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.
Literacy requirements for university entrance
The literacy requirement for university entrance can be fulfilled in either English or Te Reo Māori and Te
Reo Rangatira, but not a combination of both:
• 4 credits at Level 2 or higher are required in Reading
• 4 credits at Level 2 or higher are required in Writing.
Note:
Where standards count for either Reading or Writing, an individual student may not count credits for both
Reading and Writing. Nevertheless, it is possible to split a standard to satisfy the requirement for at least 4
credits in Reading and at least 4 credits in Writing.
For a list of standards meeting UE literacy requirements in 2012 go to:
http://www.nzqa.govt.nz/qualifications-standards/awards/university-entrance/literacy-requirements-for-universityentrance/
2014 English 201
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.
Level 2
AS 91101
Crafted 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
Assessment Level 2 Crafted writing (Internally assessed)
Level 2
The writing will be assessed from a portfolio of creative and formal
writing developed from class activities.
Teacher feedback will be provided.
At least two completed pieces will be submitted for assessment
Level 2
AS 91102
Oral Text
Assessment
Times and timelines will be well signposted
Formative
assessment
Teachers will provide a number of opportunities for students to present
orally in class. Assessment of effectiveness of oral presentation will be
through discussion and will encourage student reflection.
Assessment Level 2 Presentation (Internally assessed)
Level 2
The presentation will be developed as part of an activity developed
within a literature study
Teacher feedback will be provided.
An assessment item will be performed filmed before the class
2014 English 201
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
AS 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 201
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 201
Achievement Standards
91098
2.1
Analyse specified aspect(s) of studied visual or oral
text(s), supported by evidence
91099
2.2
Analyse specified aspect(s) of studied visual or oral
text(s), supported by evidence
91100
2.3
Analyse significant aspects of unfamiliar written
text(s) through close reading, supported by
evidence
91101
2.4
Produce a selection of crafted and controlled
writing
91102
2.5
Construct and deliver a crafted and controlled oral
text
91105
2.8
Use information literacy skills to form developed
conclusions
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=02
2014 ENG201
2014 English 201
Achievement Standard
91098:
Title
Analyse specified aspect(s) of studied written text(s), supported by
evidence
English 2.1
Version 1
Description
This achievement standard involves analysing specified aspect(s) of
studied written text(s), supported by evidence.
Level
Credits
2
4
Assessment
External
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Analyse specified
aspect(s) of studied
written text(s),
supported by evidence.
 Analyse specified
aspect(s) of studied
written text(s)
convincingly, supported by
evidence.
 Analyse specified aspect(s) of
studied written text(s)
perceptively, supported by
evidence.
Explanatory Notes
1
This standard is derived from the Level 7 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 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 7 and/or
have characteristics that enable students to show the expected level of understanding.
2
Analyse specified aspect(s) of studied written text(s) involves exploring and interpreting how meanings
and effects are created in the text(s) and discussing specified aspects of these text(s). The discussion
must be communicated clearly, in a structured written answer that follows the conventions of an essay
format.
Analyse specified aspect(s) of studied written text(s) convincingly involves providing reasoned and
clear interpretations of specified aspects of the text(s). The majority of these interpretations are
connected to each other.
3
4
5
6
7
Analyse specified aspect(s) of studied written text(s) perceptively involves providing insightful and/or
original interpretations of specified aspects of the text(s).
Supported by evidence refers to using specific and relevant details from the text(s) to support an
analysis.
Specified aspect(s) are selected from:
 purposes and audiences
 ideas (eg character, theme, setting)
 language features (eg figurative language, syntax, style, symbolism, vocabulary, sound devices)
 structures (eg part text, whole text, narrative sequence, beginnings and endings).
Studied written text(s) may include New Zealand and world texts.
A selection from 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 texts
 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/.
Replacement Information This achievement standard replaced AS90377 and AS90378.
2014 ENG201
2014 English 201
Achievement Standard
91099:
Title
Analyse specified aspect(s) of studied visual or oral text(s),
supported by evidence
English 2.2
Version 1
Description
This achievement standard involves analysing specified aspect(s) of
studied visual or oral text(s), supported by evidence.
Level
Credits
2
4
Assessment
External
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Analyse specified
aspect(s) of studied
visual or oral text(s),
supported by evidence.
 Analyse specified
aspect(s) of studied visual
or oral text(s) convincingly,
supported by evidence.
 Analyse specified aspect(s) of
studied visual or oral text(s)
perceptively, supported by
evidence.
Explanatory Notes
1
This standard is derived from the Level 7 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 at
http://seniorsecondary.tki.org.nz. Text(s) chosen for study should be at Curriculum Level 7 and/or
have characteristics that enable students to show the expected level of understanding.
2
Analyse specified aspect(s) of studied visual or oral text(s) involves exploring and interpreting how
meanings and effects are created in the text(s) and discussing specified aspects of these text(s). The
discussion must be communicated clearly, in a structured written answer that follows the conventions
of an essay format.
Analyse specified aspect(s) of studied visual or oral text(s) convincingly involves providing reasoned
and clear interpretations of specified aspects of the text(s). The majority of these interpretations are
connected to each other.
3
4
5
6
7
Analyse specified aspect(s) of studied visual or oral text(s) perceptively involves providing insightful
and/or original interpretations of specified aspects of the text(s).
Supported by evidence refers to using specific and relevant details to support an analysis.
Specified aspect(s) are selected from:
 purposes and audiences
 ideas (eg character, theme, setting)
 language features (eg cinematography, editing, production design, sound, performance, rhetorical
devices)
 structures (eg part text, whole text, narrative, beginnings and endings).
Studied visual or oral text(s) may include New Zealand and world texts.
A selection from one of more of the following text types will be provided. Reference may be made to
one or more texts within the chosen text type:
 film
 television programme
 radio programme
 drama production
 graphic novel
 oral performance
 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/.
Replacement Information
This achievement standard replaced AS90379.
2014 ENG201
2014 English 201
Achievement Standard
91100:
Title
Analyse significant aspects of unfamiliar written text(s) through close
reading, supported by evidence
Description
Level
2
English 2.3
Version 1
This achievement standard involves analysing significant aspects of
unfamiliar written text(s) through close reading, supported by
evidence.
Credits
4
Assessment
External
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Analyse significant
aspects of unfamiliar
written text(s) through
close reading,
supported by evidence.
 Analyse significant
aspects of unfamiliar
written text(s) convincingly
through close reading,
supported by evidence.
 Analyse significant aspects of
unfamiliar written text(s)
perceptively through close
reading, supported by evidence.
Explanatory Notes
1
This standard is derived from the Level 7 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 at
http://seniorsecondary.tki.org.nz.
2
Analyse significant aspects of unfamiliar written text(s) involves making developed
interpretations of how significant aspects of texts create meaning.
Analyse significant aspects of unfamiliar written text(s) convincingly involves making
reasoned and clear interpretations of how significant aspects of texts create meaning.
Analyse significant aspects of unfamiliar written text(s) perceptively involves making
insightful and/or original interpretations of how significant aspects of texts create meaning.
3
Supported by evidence refers to the use of specific and relevant details to support analysis.
4
Close reading involves a detailed exploration and consideration of significant aspects of
texts.
5
Significant aspects of texts are selected from:
 particular audiences and purposes
 ideas (eg themes, attitudes, beliefs, experiences, feelings, insights, meanings, opinions,
thoughts, and understandings within the text)
 language features (eg figurative language, syntax, style, symbolism, vocabulary, sound
devices)
 structures (eg part text, whole text, narrative sequence, beginnings and endings).
6
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/.
Replacement Information
This achievement standard replaced AS90380.
2014 ENG201
2014 English 201
Achievement Standard
91101:
Title
Produce a selection of crafted and controlled writing
Description
This achievement standard involves producing a selection of
crafted and controlled writing.
Level
Credits
2
English 2.4
6
Version 1
Assessment
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Produce a selection of
 Produce a selection of
 Produce a selection of crafted
crafted and controlled
writing which develops,
sustains, and structures
ideas.
 Produce a selection of
crafted and controlled
writing using language
features appropriate to
audience and purpose
to create effects.
crafted and controlled
writing which develops,
sustains, and structures
ideas convincingly.
 Produce a selection of
crafted and controlled
writing using language
features appropriate to
audience and purpose to
create convincing effects.
and controlled writing which
develops, sustains, and
structures ideas effectively.
 Produce a selection of crafted
and controlled writing using
language features appropriate to
audience and purpose to
command attention.
Explanatory Notes
1
This standard is derived from the Level 7 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 at
http://seniorsecondary.tki.org.nz.
2
Produce a selection of crafted and controlled writing which develops, sustains, and structures
ideas involves building on ideas by adding comments, explanations, details or examples
appropriate to the selected text type, and making connections between ideas, throughout a
piece of writing.
Produce a selection of crafted and controlled writing which develops, sustains, and structures
ideas convincingly involves ideas and structure that are reasoned, clear, and relevant to the
purpose of the text.
Produce a selection of crafted and controlled writing which develops, sustains, and structures
ideas effectively involves ideas and structure that are compelling, persuasive, innovative,
and/or striking.
Produce a selection of crafted and controlled writing using language features appropriate to
audience and purpose to create effects involves: the deliberate use of language features
appropriate to the selected text type to create meaning and effects; and accurate use of text
conventions so that the writing contains only minor errors.
Produce a selection of crafted and controlled writing using language features appropriate to
audience and purpose to create convincing effects involves: the deliberate use of language
features appropriate to the selected text type to create meaning, effects and audience
interest.
2014 English 201
Produce a selection of crafted and controlled writing using language features appropriate to audience
and purpose to command attention involves: the sustained and inventive or articulate use of language
features, distinctive personal voice, dimensions or viewpoints to create meaning, effects, and
audience engagement.
3
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 – descriptions, narratives, poems, personal accounts, scripts, reports,
commentaries, text reviews, articles, short fiction, essays, other appropriate text types.
5
Ideas may include – thoughts, feelings, experiences or sensory qualities, facts, opinions, information,
observations, and argument.
6
Crafted writing involves a systematic process of reworking and reshaping the writing, and selecting
language deliberately to achieve a planned whole.
7
Controlled writing involves the deliberate use of language features to produce writing that is precise,
planned, and coherent.
8
Using language features involves:
9

vocabulary selection

syntax

stylistic features

written text conventions (including spelling, punctuation, grammar).
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 AS90375, AS90376, unit standard 8825, and unit standard 8826.
2014
ENG201
2014
English
201
Achievement Standard
91102:
Title
Construct and deliver a crafted and controlled oral text
Description
This achievement standard involves constructing and delivering
a crafted and controlled oral text.
Level
Credits
2
English 2.5
3
Version 1
Assessment
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Construct and deliver a
 Construct and deliver a
 Construct and deliver crafted
crafted and controlled
oral text which
develops, sustains, and
structure ideas.
 Construct and deliver a
crafted and controlled
oral text using oral
language features
appropriate to audience
and purpose to create
effects.
crafted and controlled oral
text which develops,
sustains, and structures
ideas convincingly.
 Construct and deliver
crafted and controlled oral
text using oral language
features appropriate to
audience and purpose to
create convincing effects.
and controlled oral text which
develops, sustains, and
structures ideas effectively.
 Construct and deliver crafted
and controlled oral text using
oral language features
appropriate to audience and
purpose to command attention.
Explanatory Notes
1
This standard is derived from the Level 7 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 at
http://seniorsecondary.tki.org.nz.
2
Construct and deliver a crafted and controlled oral text which develops, sustains, and
structures ideas involves building on ideas by adding comments, explanations, details or
examples, and making connections between ideas, throughout an oral text.
Construct and deliver a crafted and controlled oral text which develops, sustains, and
structures ideas convincingly involves ideas and structure that are reasoned, clear, and
relevant to the purpose of the text.
Construct and deliver a crafted and controlled oral text which develops, sustains, and
structures ideas effectively involves ideas and structure that are insightful and/or original.
Construct and deliver crafted and controlled oral text using oral language features
appropriate to audience and purpose to create effects involves the deliberate use of oral
language features appropriate to the selected audience and purpose to create meaning and
effects.
Construct and deliver crafted and controlled oral text using oral language features
appropriate to audience and purpose to create convincing effects involves the deliberate
selection and use of oral language features appropriate to the selected audience and
purpose to create meaning, effects, and audience interest.
Construct and deliver crafted and controlled oral text using oral language features
appropriate to audience and purpose to command attention involves the confident, articulate
and sustained use of oral language features appropriate to the selected audience and
purpose to create meaning, effects, and audience engagement.
3
Oral text includes – speeches, seminars, oral histories, debates, live/recorded presentations,
and other appropriate oral text types. The text is primarily spoken and may include other
appropriate presentation techniques.
2014 English 201
4
The oral text presented must be the student’s own work.
5
Ideas may include:

information

opinions

recounted experiences or events

observations

arguments

interpretations

narrative

thoughts

feelings.
6
Crafted oral text involves the selection of oral language features deliberately, and systematically
reworking and reshaping the text to achieve a planned whole.
7
Controlled oral text involves the deliberate use of language features to produce oral language that is
precise, planned, and coherent.
8
Using oral language features may involve:
9

verbal language techniques (eg rhetorical questions, alliteration)

body language (eg eye contact, stance, gesture, facial expression)

voice (eg tone, volume, pace, stress).
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 AS90374.
2014 English 201
Achievement Standard
91105
English 2.8
Version 1
Title
Use information literacy skills to form developed conclusion(s)
Description
This achievement standard involves using information literacy skills
to form developed conclusion(s).
Level
2
Credits
4
Assessment
Internal
Achievement Criteria
Achievement
Achievement with Merit
Achievement with
Excellence
 Use information literacy
skills to form developed
conclusion(s).
 Use information literacy
skills to form developed
conclusion(s) convincingly.
 Use information literacy
skills to form developed
conclusion(s) perceptively.
Explanatory Notes
1
This standard is derived from the Level 7 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 the material in the Teaching and Learning Guide for English, Ministry of Education, 2011 at
http://seniorsecondary.tki.org.nz.
2
Use information literacy skills involves completing a systematic exploration into a valid area of inquiry
in order to form conclusion(s). The steps taken include:

framing the inquiry within an authentic, relevant context based on carefully considered information
needs. This involves identifying an area or direction for investigation, or posing a question(s)

selecting and using appropriate strategies for locating and processing information

evaluating the reliability and usefulness of selected information in relation to the inquiry.
Use information literacy skills to form developed conclusion(s) involves creating and building
conclusion(s) that are connected to the purpose of the inquiry and based on information gathered in
the inquiry. This includes expressing an opinion or judgement, reaching a decision, or suggesting a
solution.
Use information literacy skills to form developed conclusion(s) convincingly involves formulating
conclusion(s) that are reasoned and clear.
Use information literacy skills to form developed conclusion(s) perceptively involves formulating
conclusion(s) that are insightful and/or original.
3
Information must be selected from written, oral, and/or visual texts. Texts should be student selected.
4
The use of information literacy skills and presentation of conclusions must be undertaken within the
context of the English learning area.
5
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php.