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Assessment for qualifications

All the English achievement standards have been derived from the English curriculum achievement objectives.

A teaching programme reflects first and foremost the curriculum and how individual students can gain an understanding of the key concepts, knowledge, and skills that enable them to progress through the achievement objectives at each curriculum level.

Support students to gain an understanding of how the key concepts work across different areas of learning.

Choose learning content and contexts based on students’ strengths, needs, and interests, and assess the learning using the relevant achievement standards.

Guide students to understand how the development of knowledge, skills, and understanding in English relate to what is being assessed through the chosen achievement standards.

Achievement standards

At the time of publication, achievement standards were in development to align them withThe New Zealand Curriculum. Please ensure that you are using the correct version of the standards by going to the NZQA website.

The NZQA subject-specific resources pages are very helpful. From there, you can find all the achievement standards and links to assessment resources, both internal and external.

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The achievement standards assess either making meaning or creating meaning, but, in the course of a unit, students will typically do both. The progressions between the three levels of achievement standards fit well with a multi-level teaching and assessment programme.

The externally assessed standards involve close reading of texts. Students apply the processes and strategies of the curriculum to engage with the four aspects within each strand (audiences and purposes, ideas, language features and structure). They communicate their reading of the texts and the knowledge and insights gained, in a written response.

The internally assessed standards also involve students in close reading to gain an understanding of how the curriculum aspects (purposes and audiences, ideas, language features, and structure) are used to create texts and then to create their own text.

The standards allow for students to respond in a variety of modes – oral, written, and/or visual and combinations of these.

Level 3 achievement standards

  • 91472 English 3.1 Respond critically to specified aspect(s) of studied written text(s), supported by evidence (Written language); External, 4 credits
  • 91473 English 3.2 Respond critically to specified aspect(s) of studied visual or oral text(s), supported by evidence (Oral language); External, 4 credits
  • 91474 English 3.3 Respond critically to significant aspects of unfamiliar written texts through close reading, supported by evidence (Written language); External, 4 credits
  • 91475 English 3.4 Produce a selection of fluent and coherent writing which develops, sustains, and structures ideas (Written language); Internal, 6 credits
  • 91476 English 3.5 Create and deliver a fluent and coherent oral text which develops, sustains, and structures ideas (Oral language); Internal, 3 credits
  • 91477 English 3.6 Create a fluent and coherent visual text which develops, sustains, and structures ideas using verbal and visual language (Visual language); Internal, 3 credits
  • 91478 English 3.7 Respond critically to significant connections across texts, supported by evidence (Written language); Internal, 4 credits
  • 91479 English 3.8 Develop an informed understanding of literature and/or language using critical texts (Written language); Internal, 4 credits
  • 91480 English 3.9 Respond critically to significant aspects of visual and/or oral text(s) through close reading, supported by evidence (Visual language); Internal, 3 credits

Last updated July 16, 2015



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