oral presentation level 3 ncea

• Aug 2, 2023

Everything you need to know about NCEA English assessments from an expert teacher (part 2)

Everything you need to know about NCEA English

So, you can now call yourself an NCEA student, yet do you need a bit of a head's up on your NCEA English assessments? – Well, you've come to the right person, because I'm an NCEA English expert!

Here are the ins and outs of NCEA English! Part two! Check out part one about NCEA English exams, if you haven't already.

This blog will cover the NCEA English assessments under: Creating Meaning: Writing, Speaking, and Presenting.

These are some of my favourite assessments because I am able, as a teacher, to see my students' personalities shine through in their NCEA assessments. Here they are creating poems and stories, writing blogs and articles, critically analyse themes in a formal way, analyse films - and what I would call "The Mothership" - speeches and/or presentations!

A brief introduction about me and Tovah's Tutoring Company Ltd.

Another brief introduction about myself. My name is Tovah and I have a tutoring company called 'Tovah's Tutoring Company Ltd'. We have been available to New Zealand high school learners since February 2022. My team and I are experienced teachers with a plethora of content knowledge between us. I have been a teacher for over 12+ years and have taught NCEA English, NCEA Drama and/or NCEA Dance in a variety of Waikato/Waipa/Auckland high schools. So, I can say with confidence that I am an expert in my qualified subjects and know the ins and outs of each NCEA assessment.

Here are the ones I will be covering in this blog:

#1: NCEA ENGLISH Creative writing

#2: NCEA ENGLISH Formal writing

#3: NCEA ENGLISH Oral presentation

#4: NCEA ENGLISH Visual text (film)

#1 : NCEA ENGLISH Creative Writing

To begin with, it is imperative to say that creation is one of the highest forms of skills you can learn. to be able to think of an idea, conceptualise it, plan its delivery, and then execute your creative idea(s), is an intelligent thing to master so, all of these ncea assessments may be challenging for ncea students, so they do need to be well practiced..

Creative writing is fantastic. There are many ways to deliver it such as through poetry, scripts, blogs, articles, journals, short stories, novels etc. All students will be given a brief such as a situation or theme to write about and they will need to demonstrate this by using a variety of language features.

NCEA English proofreading and editing

I think one of the main things, particularly within NCEA English Level 2 and 3 is that you need to have a strong understanding of how to edit your work. You need to be able to re-read over your work and carefully proofread it to make sense. This element is crucial and is often overlooked in NCEA English Level 1 for NCEA students. But this skill is imperative in NCEA English Level 2 and 3 so it must be practiced at the very least in NCEA Level 1 English.

Three aspects to learn in NCEA English:

knowing your audience that you are writer for

knowing the purpose of your writing and therefore the writing style for the written piece you are developing (whether you will be informing, entertaining, or persuading your audience)

knowing how to communicate language features in a variety of ways to deliberately facilitate the reader's thoughts and the images they develop when reading your work.

#2 : NCEA ENGLISH Formal Writing

Ncea english critical analysis.

Formal writing is all about structure. It is important to know that you will be critically writing in this NCEA English assessment(s) so you must know how to write with conviction (having sounds examples and evidence to back up your opinions), while also writing formally (without teenage colloquialisms/slang and venting/ranting/tangents).

NCEA English paragraph structure

Having a sound knowledge of paragraph structure and essay structure is paramount to submitting NCEA English assessments. The vast majority require you to develop your answers in paragraphs and/or essay formal. In other words, through formal writing.

A common format idea for paragraphs which is easy to follow is the acronym S.E.E.D

Statement, Example, Evidence, Discussion. When you follow this correctly, you will develop a critical analysis formal piece of writing.

NCEA English practice tip

On another note, comprehension tasks and 3 level reading guides will strengthen this skill (formal writing).

The formal writing assessment is only available in NCEA Level 1 English; however, components of formal writing can be used for the NCEA Level 2 and NCEA Level 3 'Produce a selection' crafted and controlled assessments (AS 2.4 and 3.4), which is commonly known by NCEA English teachers and NCEA students as 'writing portfolios'. These assessments require students to produce a variety of different written pieces to showcase the NCEA student's knowledge of writing types, audience, purpose/writing style, and language features.

#3 : NCEA ENGLISH Oral Presentation

The Oral presentation is a flash way of saying "speeches". Students will have a concept to talk about and they will be required to plan and structure the speech with language features suitable for expressing their point across. For NCEA English Level 2 and 3 they are allowed to include a PowerPoint presentation. The minimum time limit is 3 minutes for NCEA Level 1 and 4 minutes for NCEA level 2 and 3.

Appropriate NCEA English oral presentation language features could include:

Rhetorical question

Alliteration

Facts and statistics

Audience interaction

Appropriate NCEA English oral presentation delivery features could include:

eye contact

hand gestures

change of voice (tone, pace, pausing, emphasis, volume)

body posture and movement

controlling technology while speaking

#4 : NCEA ENGLISH Visual text (film)

This assessment moves in parallel with media and advertising. Students will convey a message through an image they create, normally on A3 paper, which can be made using a variety of mediums of their choice e.g. scrapbooking material, drawing, painting, graphic design. There should be a message to convey and layers of symbolism used to communicate the message. Things like knowing what colours, fonts, textures, images and impact what message conveys. It is common for teachers to use this assessment as the next stepping stone after analysing a written text, so that students can communicate a theme within the text.

NCEA English visual text colour influences can include:

Red symbolises love, lust, hate, danger, revenge

Orange symbolises harvest and autumn

Yellow symbolises happiness and joy, also great to demand attention (construction sites etc)

Green symbolises envy, wealth, money, growth, nature

Purple symbolises luxury, royalty

Pink symbolises playful, infancy

White symbolises purity, loyalty, perfection, cleanliness, hygiene

Black symbolises professionalism, mystery, darkness, evil, unknown.

If you'd like support with this, I can help through our NCEA group tutorials - I am a qualified NCEA English teacher with confidence teaching NCEA English and supporting students with NCEA English exams.

See you in one of my NCEA English group tutorials!

Tovah O'Neill

Tovah's Tutoring Company Ltd

[email protected]

www.tovahstutoring.co.nz

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English - General - NCEA Level 3

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Course Description

Teacher in Charge: Mrs L. Strother .

This course requires an ability to construct a critical argument and present it in a logical and structured text.  Students will be required to independently analyse visual text for both internal and external assessment.  Students are also required to present an oral and written folio that develops ideas, supported with evidence, at publication standard.  Although there are opportunities to augment a student's University Entrance literacy requirements, the bulk of these credits should have been acquired in Y12 English.

Course Overview

Term 1 Students will develop an understanding of what makes an auteur and develop a critical understanding of the language of film. Students are expected to write a structured report, making critical connections and judgments based on their understanding of an auteur.

Term 2 Students will select texts at Curriculum Level 8 to explore an umbrella connection and sub-connections. They will identify similarities and differences in how these connections are explored in texts and develop critical conclusions supported by specific evidence. Students will also augment their understanding of verbal and visual language in order to construct and present an Oral Presentation.

Term 3 The focus in Term 3 is the Writing Folio. Students are expected to craft two pieces of writing at Curriculum Level 8.

Term 4 The focus of this term is the External Exam. Students are expected to participate in 3.2 (AS91473) Respond Critically to specified aspects of studied visual or oral text(s), supported by evidence. They will write an essay based on their studied visual text in exam conditions. The 2022 Examination Timetable for current NCEA standards and New Zealand Scholarship will run from Monday 7 November until Friday 2 December.

Recommended Prior Learning

14 English credits at Level 2 NCEA- including ONE external standard (91098, 91099 or 91100) and at least ONE internal standard (91101, 91106 or 91104)

Credit Information

You will be assessed in this course through all or a selection of the standards listed below.

This course is eligible for subject endorsement.

This course is approved for University Entrance.

Total Credits Available: 24 credits. Externally Assessed Credits: 8 credits. Internally Assessed Credits: 16 credits.

Assessments: Term: 2023-03-09, Week: 2023-03-09

Approved subject for University Entrance

Number of credits that can be used for overall endorsement: 24

Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.

Construction & Infrastructure

Study focused on the Construction and Infrastructure pathway could lead to the following types of roles.

Construction: Labouring, building, demolition, electrical, excavation, concreting, landscape architect, interior designer, carpentry, plastering, painting, decorating, joinery, flooring, scaffolding, roofing, tiling, glazing, glass processing, brick-laying, plumbing, gas fitting, drain laying, drafting plans, quantity surveying, engineering, installing heating, ventilation, and air conditioning, providing products or services to the industry.

Infrastructure: Laying pipes, laying drains, road building and repair, building dams, wharves, airport runways, building and maintaining telecommunication and electricity networks.

Manufacturing & Technology

Find out what type of work you could do, and what roles you could end up in if you took the Manufacturing and Technology pathway.

Manufacturing: Assembler, appliance servicing, butcher, baker, designer, electrician, electrotechnology, engineer, supporting the engineering industry, industrial measurement or control, fixing machines, fabrication, fitter, inventory, logistics, machine operator, making, erecting, and rigging steel, meat inspection, packing, processing, production planner, production manager, purchaser, quality control, shipping and receiving, testing, warehouse stock controller.

Technology: Biotechnologist, designer, food technologist, telecommunications technician, production technologist, medical technologist.

Primary Industries

What industries could I work in?

Growing and production: Agriculture, horticulture, forestry, seafood, seed industry. Processing: Meat, dairy, and food processing, solid wood processing, wood product manufacturing, pulp and paper, furniture making, seafood processing.

Primary industry servicing: Agent/advisory/consultancy, animal care, customer services, environmental services, equine (horses and racing) government, machinery and equipment, research and science, sports turf management, supply chain and export, veterinary services.

Services Industries

Courses that are aimed towards this Industry may lead to the follow types or careers:

Hospitality: Bartender, barista, chef, cook, housekeeper, kitchen hand, laundry, maintenance, hotel/motel manager, resort manager, receptionist, waiter/waitress, maître d’, event or conference manager.

Travel and tourism: Travel agent, tour bus operator, tour guide, ski instructor, administrator, marketer, salesperson, flight attendant, receptionist, customer services/customer relations, customs and border control officer.

Hair and beauty: Beautician, spa or massage therapist, hairdresser, barber, nail technician.

Retail: Retail assistant, supermarket assistant, retail store manager, window dresser.

Sport and recreation: Gym manager, personal trainer, fitness instructor.

Other service industries: Event organiser, writer, journalist, news producer, member of the armed forces (air force, army, navy), advertising copy writer, customer representative, funeral director, printer, film making support, financial services support, legal services support, data entry operator/transcriptionist.

Social & Community Services

Are you a helping type of person, then maybe these might for your profile;

Community services: Careers adviser, community worker, counsellor, psychologist (clinical, criminal justice, educational), funeral director/embalmer, home aide, life coach, early childhood educator, social worker, teacher, support worker, therapist (art, music, occupational therapy, psychotherapy).

Defence: Combat/warfare specialist, communications operator, driver, engineering officer, fire-fighter, gunner/ rifleman, medic, mapmaker, pilot, steward, technician/specialist (aircraft, avionics, electronics, hydrographic, ICT, logistics, supply and others).

Emergency services and protection: Ambulance officer/paramedic, animal control officer, border protection/bio-security officer, corrections officer, criminologist, customs officer, conservation worker/manager, emergency management officer, environmental health officer, fire-fighter, fisheries officer, health and safety inspector, immigration officer, loss prevention officer, parking warden, personal protection officer, police officer/detective, private investigator, probation officer.

Creative Industries

In the Creative Industries, some employment is available through arts organisations that develop and provide regular or one-off events, seasons of work, tours, and festivals. You may be self employed with several jobs on the go at the same time. Along with your own creative activities, these make up your income. On the other hand, you could be working in a small business as an employee, or on a short term contract.

Examples of jobs include: actor, musician, singer, dancer, film maker, photographer, technician ,writer, composer, editor, stylist ,curator, exhibition manager ,designer, including graphic, animation, and CGI, computer gaming, architecture, costume, stage and set, lighting and sound, advertising and branding, industrial, interior, and fashion ,technician, including sound, lighting, props, stage and set, makeup ,visual artist, sculptor ,ngā toi and pasifika practitioner, kaiako, kaiāwhina ,director, producer, content manager, publisher, event co-ordinator, arts business manager (kaiwhakahaere), arts leader, cultural advisor, organiser.

Pathway Tags

Artistic Director , Barrister , Building Surveyor , Civil Engineer , Director (Film , Television , Radio or Stage) , Environmental Engineer , Intelligence Officer , Interpreter , Journalist , Kaiwhakaako Maaori , Market Research Analyst , Meteorologist , Naturopath , Occupational Therapist , Policy Analyst , Primary School Teacher , Private Teacher/Tutor , Radiation Therapist , Registered Nurse , Sales and Marketing Manager , Secondary School Teacher , Social Worker , Solicitor , Speech and Language Therapist , Statistician , Teach of English to Speakers of Other Languages (ESOL) , Technical Writer , Trainer , Urban/Regional Planner , Valuer , Workplace Relations Adviser , Zoologist. Actuary , Agricultural/Horticultural Scientist , Chemist , Conservator , Curator , Dietitian , Economist , Finance Manager , Foreign Policy. Officer , Geologist , Geophysicist , Gynacologiest/Obstetrician , Historian , Judge , Marine Biologist , Naval Architect , Psychologist , Radiation Oncologist , Tertiary Lecturer. ,

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• Tertiary study options in English
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NCEA Level 3 English

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Subject Description

Students study literature and language, including a film, extended text, style analysis, their own research project and an oral presentation. Level 3 English is an essential base for tertiary study in media, management, the arts, commerce, advertising and law. This subject can be endorsed with Achieved with Merit or Excellence. 

Recommended Prior Learning

12 Credits in Level 2 English with at least one External Level 2 Achievement Standard

Credit Information

You will be assessed in this course through all or a selection of the standards listed below.

This course is eligible for subject endorsement.

This course is approved for University Entrance.

Total Credits Available: 21 credits. Externally Assessed Credits: 8 credits. Internally Assessed Credits: 13 credits.

Approved subject for University Entrance

Number of credits that can be used for overall endorsement: 21

Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.

Construction & Infrastructure

Study focused on the Construction and Infrastructure pathway could lead to the following types of roles.

Construction: Labouring, building, demolition, electrical, excavation, concreting, landscape architect, interior designer, carpentry, plastering, painting, decorating, joinery, flooring, scaffolding, roofing, tiling, glazing, glass processing, brick-laying, plumbing, gas fitting, drain laying, drafting plans, quantity surveying, engineering, installing heating, ventilation, and air conditioning, providing products or services to the industry.

Infrastructure: Laying pipes, laying drains, road building and repair, building dams, wharves, airport runways, building and maintaining telecommunication and electricity networks.

Manufacturing & Technology

Find out what type of work you could do, and what roles you could end up in if you took the Manufacturing and Technology pathway.

Manufacturing: Assembler, appliance servicing, butcher, baker, designer, electrician, electrotechnology, engineer, supporting the engineering industry, industrial measurement or control, fixing machines, fabrication, fitter, inventory, logistics, machine operator, making, erecting, and rigging steel, meat inspection, packing, processing, production planner, production manager, purchaser, quality control, shipping and receiving, testing, warehouse stock controller.

Technology: Biotechnologist, designer, food technologist, telecommunications technician, production technologist, medical technologist.

Primary Industries

What industries could I work in?

Growing and production: Agriculture, horticulture, forestry, seafood, seed industry. Processing: Meat, dairy, and food processing, solid wood processing, wood product manufacturing, pulp and paper, furniture making, seafood processing.

Primary industry servicing: Agent/advisory/consultancy, animal care, customer services, environmental services, equine (horses and racing) government, machinery and equipment, research and science, sports turf management, supply chain and export, veterinary services.

Services Industries

Courses that are aimed towards this Industry may lead to the follow types or careers:

Hospitality: Bartender, barista, chef, cook, housekeeper, kitchen hand, laundry, maintenance, hotel/motel manager, resort manager, receptionist, waiter/waitress, maître d’, event or conference manager.

Travel and tourism: Travel agent, tour bus operator, tour guide, ski instructor, administrator, marketer, salesperson, flight attendant, receptionist, customer services/customer relations, customs and border control officer.

Hair and beauty: Beautician, spa or massage therapist, hairdresser, barber, nail technician.

Retail: Retail assistant, supermarket assistant, retail store manager, window dresser.

Sport and recreation: Gym manager, personal trainer, fitness instructor.

Other service industries: Event organiser, writer, journalist, news producer, member of the armed forces (air force, army, navy), advertising copy writer, customer representative, funeral director, printer, film making support, financial services support, legal services support, data entry operator/transcriptionist.

Social & Community Services

Are you a helping type of person, then maybe these might for your profile;

Community services: Careers adviser, community worker, counsellor, psychologist (clinical, criminal justice, educational), funeral director/embalmer, home aide, life coach, early childhood educator, social worker, teacher, support worker, therapist (art, music, occupational therapy, psychotherapy).

Defence: Combat/warfare specialist, communications operator, driver, engineering officer, fire-fighter, gunner/ rifleman, medic, mapmaker, pilot, steward, technician/specialist (aircraft, avionics, electronics, hydrographic, ICT, logistics, supply and others).

Emergency services and protection: Ambulance officer/paramedic, animal control officer, border protection/bio-security officer, corrections officer, criminologist, customs officer, conservation worker/manager, emergency management officer, environmental health officer, fire-fighter, fisheries officer, health and safety inspector, immigration officer, loss prevention officer, parking warden, personal protection officer, police officer/detective, private investigator, probation officer.

Creative Industries

In the Creative Industries, some employment is available through arts organisations that develop and provide regular or one-off events, seasons of work, tours, and festivals. You may be self employed with several jobs on the go at the same time. Along with your own creative activities, these make up your income. On the other hand, you could be working in a small business as an employee, or on a short term contract.

Examples of jobs include: actor, musician, singer, dancer, film maker, photographer, technician ,writer, composer, editor, stylist ,curator, exhibition manager ,designer, including graphic, animation, and CGI, computer gaming, architecture, costume, stage and set, lighting and sound, advertising and branding, industrial, interior, and fashion ,technician, including sound, lighting, props, stage and set, makeup ,visual artist, sculptor ,ngā toi and pasifika practitioner, kaiako, kaiāwhina ,director, producer, content manager, publisher, event co-ordinator, arts business manager (kaiwhakahaere), arts leader, cultural advisor, organiser.

Useful Links

• Victoria University Wellington
• Auckland University
• University of Canterbury

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NCEA Level 3 English for Academic Purposes

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Course Description

Head of Faculty - Kaihautuu: Mrs S. Saxena .

This is an academic-focused English language course for students who already have general English language proficiency and are considering tertiary training. The course aims to develop confidence and skills in using English for academic purposes. Support with gaining University Entrance Literacy credits may be available for students who are ready to achieve these standards if required. However, this is not a University approved subject.

Recommended Prior Learning

It is recommended that students entering this course already have general English language proficiency. The course is not suitable for foundation level learners.

Contributions and Equipment/Stationery

There is no additional cost associated with this course. Students are encouraged to use their digital devices (laptop or tablet) or an exercise book and clearfile folder.

Assessment Information

Credit information.

You will be assessed in this course through all or a selection of the standards listed below.

Total Credits Available: 22 credits. Internally Assessed Credits: 22 credits.

Construction & Infrastructure

Study focused on the Construction and Infrastructure pathway could lead to the following types of roles.

Construction: Labouring, building, demolition, electrical, excavation, concreting, landscape architect, interior designer, carpentry, plastering, painting, decorating, joinery, flooring, scaffolding, roofing, tiling, glazing, glass processing, brick-laying, plumbing, gas fitting, drain laying, drafting plans, quantity surveying, engineering, installing heating, ventilation, and air conditioning, providing products or services to the industry.

Infrastructure: Laying pipes, laying drains, road building and repair, building dams, wharves, airport runways, building and maintaining telecommunication and electricity networks.

Manufacturing & Technology

Find out what type of work you could do, and what roles you could end up in if you took the Manufacturing and Technology pathway.

Manufacturing: Assembler, appliance servicing, butcher, baker, designer, electrician, electrotechnology, engineer, supporting the engineering industry, industrial measurement or control, fixing machines, fabrication, fitter, inventory, logistics, machine operator, making, erecting, and rigging steel, meat inspection, packing, processing, production planner, production manager, purchaser, quality control, shipping and receiving, testing, warehouse stock controller.

Technology: Biotechnologist, designer, food technologist, telecommunications technician, production technologist, medical technologist.

Primary Industries

What industries could I work in?

Growing and production: Agriculture, horticulture, forestry, seafood, seed industry. Processing: Meat, dairy, and food processing, solid wood processing, wood product manufacturing, pulp and paper, furniture making, seafood processing.

Primary industry servicing: Agent/advisory/consultancy, animal care, customer services, environmental services, equine (horses and racing) government, machinery and equipment, research and science, sports turf management, supply chain and export, veterinary services.

Services Industries

Courses that are aimed towards this Industry may lead to the follow types or careers:

Hospitality: Bartender, barista, chef, cook, housekeeper, kitchen hand, laundry, maintenance, hotel/motel manager, resort manager, receptionist, waiter/waitress, maître d’, event or conference manager.

Travel and tourism: Travel agent, tour bus operator, tour guide, ski instructor, administrator, marketer, salesperson, flight attendant, receptionist, customer services/customer relations, customs and border control officer.

Hair and beauty: Beautician, spa or massage therapist, hairdresser, barber, nail technician.

Retail: Retail assistant, supermarket assistant, retail store manager, window dresser.

Sport and recreation: Gym manager, personal trainer, fitness instructor.

Other service industries: Event organiser, writer, journalist, news producer, member of the armed forces (air force, army, navy), advertising copy writer, customer representative, funeral director, printer, film making support, financial services support, legal services support, data entry operator/transcriptionist.

Social & Community Services

Are you a helping type of person, then maybe these might for your profile;

Community services: Careers adviser, community worker, counsellor, psychologist (clinical, criminal justice, educational), funeral director/embalmer, home aide, life coach, early childhood educator, social worker, teacher, support worker, therapist (art, music, occupational therapy, psychotherapy).

Defence: Combat/warfare specialist, communications operator, driver, engineering officer, fire-fighter, gunner/ rifleman, medic, mapmaker, pilot, steward, technician/specialist (aircraft, avionics, electronics, hydrographic, ICT, logistics, supply and others).

Emergency services and protection: Ambulance officer/paramedic, animal control officer, border protection/bio-security officer, corrections officer, criminologist, customs officer, conservation worker/manager, emergency management officer, environmental health officer, fire-fighter, fisheries officer, health and safety inspector, immigration officer, loss prevention officer, parking warden, personal protection officer, police officer/detective, private investigator, probation officer.

Creative Industries

In the Creative Industries, some employment is available through arts organisations that develop and provide regular or one-off events, seasons of work, tours, and festivals. You may be self employed with several jobs on the go at the same time. Along with your own creative activities, these make up your income. On the other hand, you could be working in a small business as an employee, or on a short term contract.

Examples of jobs include: actor, musician, singer, dancer, film maker, photographer, technician ,writer, composer, editor, stylist ,curator, exhibition manager ,designer, including graphic, animation, and CGI, computer gaming, architecture, costume, stage and set, lighting and sound, advertising and branding, industrial, interior, and fashion ,technician, including sound, lighting, props, stage and set, makeup ,visual artist, sculptor ,ngā toi and pasifika practitioner, kaiako, kaiāwhina ,director, producer, content manager, publisher, event co-ordinator, arts business manager (kaiwhakahaere), arts leader, cultural advisor, organiser.

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Level 3 English

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Course Description

Teacher in Charge: Mr H. Nola.

Level Three English

Level Three English is a course which challenges students to think critically and analytically in relation to studied literary texts, as well as developing the written and oral language skills that will prepare them for further study and work opportunities once they leave High School. Over the course of the year, students will study a range of written and visual texts; they will be required to complete and submit a writing portfolio during the course of the year as well as present a seminar on a specific aspect of one of their studied literature texts.

What texts could we study?

Within Level Three English you will be exposed to a variety of important literary texts. Texts from key time periods within literature, such as Modernism and Post-Modernism are explored within this course, including the works of T.S. Eliot, Allen Ginsberg, F.Scott Fitzgerald and Gary Synder, to name a few. A mixture of novels and poetry are taught by our experienced and insightful teachers. You will study a visual text during the course of the year, critically acclaimed texts such as 'Apocalpyse Now', 'The Shining' and 'No Country for Old Men' have been taught in the past.

Course Overview

Term 1 Students will begin the year by studying A.S. 3.3. Students will begin their first literary based unit A.S. 3.1 within this term. Students will complete A.S. 3.5, the oral presentation internal assessment.

Term 2 Students will commence their writing portfolio internal assessment A.S. 3.4 within this term. Students will start their second literary unit A.S. 3.2 this term. WBHS Mid-Year Examinations

Term 3 Students will continue to study their second literary text unit A.S. 3.2 this term. Students will submit their A.S. 3.4 writing portfolio internal assessment. WBHS End of Year Examinations

Term 4 This three-week term will be about students undertaking a thorough revision program to ensure that they are thoroughly prepared for the upcoming NZQA Examinations.

Entry Criteria

Entry into Level Three English requires successful completion of a Level 2 course in English. Students should have received a minimum of 14 credits in Level 2 English. Students are expected to have attempted all of the internally and externally assessed standards in Level 2 English.

Students must also meet the requirements to study a Level 3 NCEA Award.

Equipment/Stationery and Course Costs

This course makes significant use of digital learning material at various times during the year. It is advantageous for a student to have a laptop during these times. Some learning activities, including assessments, will not be able to be completed without a laptop.

Credit Information

You will be assessed in this course through all or a selection of the standards listed below.

This course is eligible for NCEA Course Endorsement.

This course is approved for University Entrance.

Total Credits Available: 21 credits. Externally Assessed Credits: 12 credits. Internally Assessed Credits: 9 credits.

Approved subject for University Entrance

Number of credits that can be used for overall endorsement: 21

Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.

Construction & Infrastructure

Study focused on the Construction and Infrastructure pathway could lead to the following types of roles.

Construction: Labouring, building, demolition, electrical, excavation, concreting, landscape architect, interior designer, carpentry, plastering, painting, decorating, joinery, flooring, scaffolding, roofing, tiling, glazing, glass processing, brick-laying, plumbing, gas fitting, drain laying, drafting plans, quantity surveying, engineering, installing heating, ventilation, and air conditioning, providing products or services to the industry.

Infrastructure: Laying pipes, laying drains, road building and repair, building dams, wharves, airport runways, building and maintaining telecommunication and electricity networks.

Manufacturing & Technology

Find out what type of work you could do, and what roles you could end up in if you took the Manufacturing and Technology pathway.

Manufacturing: Assembler, appliance servicing, butcher, baker, designer, electrician, electrotechnology, engineer, supporting the engineering industry, industrial measurement or control, fixing machines, fabrication, fitter, inventory, logistics, machine operator, making, erecting, and rigging steel, meat inspection, packing, processing, production planner, production manager, purchaser, quality control, shipping and receiving, testing, warehouse stock controller.

Technology: Biotechnologist, designer, food technologist, telecommunications technician, production technologist, medical technologist.

Primary Industries

What industries could I work in?

Growing and production: Agriculture, horticulture, forestry, seafood, seed industry. Processing: Meat, dairy, and food processing, solid wood processing, wood product manufacturing, pulp and paper, furniture making, seafood processing.

Primary industry servicing: Agent/advisory/consultancy, animal care, customer services, environmental services, equine (horses and racing) government, machinery and equipment, research and science, sports turf management, supply chain and export, veterinary services.

Services Industries

Courses that are aimed towards this Industry may lead to the follow types or careers:

Hospitality: Bartender, barista, chef, cook, housekeeper, kitchen hand, laundry, maintenance, hotel/motel manager, resort manager, receptionist, waiter/waitress, maître d’, event or conference manager.

Travel and tourism: Travel agent, tour bus operator, tour guide, ski instructor, administrator, marketer, salesperson, flight attendant, receptionist, customer services/customer relations, customs and border control officer.

Hair and beauty: Beautician, spa or massage therapist, hairdresser, barber, nail technician.

Retail: Retail assistant, supermarket assistant, retail store manager, window dresser.

Sport and recreation: Gym manager, personal trainer, fitness instructor.

Other service industries: Event organiser, writer, journalist, news producer, member of the armed forces (air force, army, navy), advertising copy writer, customer representative, funeral director, printer, film making support, financial services support, legal services support, data entry operator/transcriptionist.

Social & Community Services

Are you a helping type of person, then maybe these might for your profile;

Community services: Careers adviser, community worker, counsellor, psychologist (clinical, criminal justice, educational), funeral director/embalmer, home aide, life coach, early childhood educator, social worker, teacher, support worker, therapist (art, music, occupational therapy, psychotherapy).

Defence: Combat/warfare specialist, communications operator, driver, engineering officer, fire-fighter, gunner/ rifleman, medic, mapmaker, pilot, steward, technician/specialist (aircraft, avionics, electronics, hydrographic, ICT, logistics, supply and others).

Emergency services and protection: Ambulance officer/paramedic, animal control officer, border protection/bio-security officer, corrections officer, criminologist, customs officer, conservation worker/manager, emergency management officer, environmental health officer, fire-fighter, fisheries officer, health and safety inspector, immigration officer, loss prevention officer, parking warden, personal protection officer, police officer/detective, private investigator, probation officer.

Creative Industries

In the Creative Industries, some employment is available through arts organisations that develop and provide regular or one-off events, seasons of work, tours, and festivals. You may be self employed with several jobs on the go at the same time. Along with your own creative activities, these make up your income. On the other hand, you could be working in a small business as an employee, or on a short term contract.

Examples of jobs include: actor, musician, singer, dancer, film maker, photographer, technician ,writer, composer, editor, stylist ,curator, exhibition manager ,designer, including graphic, animation, and CGI, computer gaming, architecture, costume, stage and set, lighting and sound, advertising and branding, industrial, interior, and fashion ,technician, including sound, lighting, props, stage and set, makeup ,visual artist, sculptor ,ngā toi and pasifika practitioner, kaiako, kaiāwhina ,director, producer, content manager, publisher, event co-ordinator, arts business manager (kaiwhakahaere), arts leader, cultural advisor, organiser.

Course selection does not guarantee a course will be available or that you have approval to take a course. Final course confirmation is in January and depends on your final results and in rare cases, staff availability. 

Achievement Criteria

Explanatory note 1.

Develop ideas in writing using stylistic and written conventions involves:

• developing ideas using stylistic conventions appropriate to audience and purpose
• using written conventions without intrusive error patterns that impede meaning.

Develop ideas in writing using stylistic and written conventions convincingly involves:

• developing connected ideas using stylistic conventions for effect, appropriate to audience and purpose
• using written conventions with accuracy, so that the writing only contains minor errors.

Develop ideas in writing using stylistic and written conventions effectively involves:

• integrating insightful ideas and stylistic conventions to command attention, appropriate to audience and purpose  
• using written conventions with control.

Explanatory Note 2

Writing can be either fiction or non-fiction and can take a variety of structures and forms, such as personal accounts, narratives, poems, scripts, reports, essays, or other appropriate text types.

Explanatory Note 3

Stylistic conventions include stylistic features, language features, and structural features.

Stylistic features are the ways in which language choices are arranged to create clarity and variety in a text.

Examples include:

• vocabulary selection

Language features are specific language techniques that create or support meaning in a text.

• figurative language (such as metaphor, simile, personification)
• sound devices (such as onomatopoeia, alliteration, assonance).

Structural features are ways that a text is shaped or organised.

• paragraphing
• sequence/transitions
• clear opening, middle, and end.

Explanatory Note 4

Written conventions are established rules that are used to make writing comprehensible.

• spelling, grammar, and punctuation
• using vocabulary, syntax, and stylistic features
• other text conventions which are appropriate to audience and purpose.

Explanatory Note 5

Audience is the specific group for which the writing is produced.

Purpose refers to the possible intentions of the writer, as prescribed by the context.

Shared Explanatory Note

Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.

This achievement standard is derived from the English Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.

External Assessment Specifications

The External Assessment Specifications are published by NZQA and can be found on their website using this link:

NZQA English

Useful Pages

Unpacking the standard.

Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.

We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.

The intent of the Standard

This Achievement Standard is closely linked to the five English Big Ideas and the Learning Area whakataukī: Ko te reo tuakiri, Ko te reo tōku ahurei, Ko te reo te ora.

Engaging in the writing process is active, and occurs when texts or experiences are interpreted, and then reproduced in written form. Engaging in writing processes may give ākonga a space to express their identity, or to communicate ideas that they are interested in or care about. When the writing process requires ākonga to engage with texts as a source of joy and nourishment, this can inspire ākonga and provide them with a model for their own writing. Kaiako are able to guide ākonga through the writing process, including modelling how different stylistic or written conventions can be applied.

The understanding that this Achievement Standard assesses is the ability to make deliberate choices in the crafting and editing of writing to communicate ideas. By engaging in the writing process, ākonga learn that, as text creators, they are participants in an ongoing conversation that spans past, present, and future.

This Achievement Standard aligns with the following items of Significant Learning:

• communicate developed ideas by selecting and using a range of language features accurately for a variety of effects
• show a developed understanding of how writers position their intended audience through using the language conventions and techniques, point of view, structure, contexts, and intended purpose that shape a range of texts.

Making reliable judgements

The guiding principles of this Achievement Standard are independence, authenticity, and an ability to write for purpose and audience. In the assessment, ākonga will produce writing that builds on their ideas with a clear purpose in mind. Making a choice to write about something they are passionate about or have experienced, can allow ākonga to express their personal voice, and explore their ideas more effectively. Ākonga will use the prompts provided by NZQA as a starting point for their own writing and will draw on their previous learning.

Ākonga will be able to use stylistic conventions, which includes stylistic, structural, and language features that are appropriate to audience and purpose, in order to develop their ideas.

Ākonga will need to be able to use written conventions without intrusive error patterns that impede meaning. In order to communicate their ideas in writing, ākonga will need to have a thorough understanding of how to plan, review, and rework their ideas. This understanding will help ākonga craft their writing accurately and appropriately for a chosen audience and purpose.

At higher levels of achievement, ākonga will demonstrate control over stylistic and written conventions in order to use a distinctive voice in writing. This means that ākonga are able to show discernment in their selection of vocabulary, use of syntax, inclusion of language features, and use of structural features in order to develop increasingly complex ideas.

Collecting evidence

Writing will be externally assessed. The piece for assessment will be completed under conditions set by NZQA so that ākonga can authentically demonstrate their ability to independently communicate their ideas in writing. Throughout the drafting and editing process, kaiako must be able to verify that the work submitted for assessment has been produced by the student.

In order to provide sufficient evidence, it is recommended that writing should be around 350-500 words. While poetry may not reach this minimum, a poem considered for assessment must be of sufficient length to demonstrate depth of ideas, control of language, and form. Where significantly shorter poetry or prose pieces are included in the selection, ākonga may need to submit two pieces inorder to provide sufficient evidence for the Achievement Standard. Shorter poetry or prose pieces may be connected by theme or subject matter to ensure that sufficient development of ideas is present.

Examples of written pieces include:

• descriptions
• personal accounts
• commentaries
• text reviews
• short fiction
• other appropriate text types.

The assessment prompts will be released by NZQA at the beginning of Term 3. The final submission for the writing is early in Term 4. The period of time between the release of the prompts and the final submission of writing signals a window in which the assessment may be undertaken, and allows for the planning, drafting, and editing of writing in response to a chosen prompt.

As this is a summative assessment, ākonga should not spend the entirety of this period engaged with the assessment. Kaiako may use this time as appropriate for their learners. For example, a teacher may plan for ākonga to spend two lessons at the beginning of Term 3 independently planning and drafting their piece of writing intensively, and then ‘park’ the writing in order to engage in other teaching and learning. Ākonga then return to their drafted writing to do further independent drafting and editing. This could be repeated ahead of the final submission of the writing. Alternatively, ākonga could be engaged in the process of planning, drafting, and editing writing once a week for a portion of the assessment window.

Refer to the External Assessment Specifications for further information.

Possible contexts

The writing process should be woven throughout the year’s programme. As part of a teaching and learning programme, kaiako will give ākonga opportunities to engage with and become familiar with a range of writing types, covering a range of styles within non-fiction (formal) writing and fiction (creative) writing.

Experiences of engaging with different writing types is something that can be integrated throughout the year, as part of the study of literary and other texts. Writing opportunities should include the following stages: planning, drafting, revising, editing, and proof-reading. Kaiako are able to give formative feedback on writing that will not be used for assessment and this is something that should be utilised by ākonga to inform their learning. Kaiako are not able to give feedback on writing used for assessment.

Some opportunities for integrating writing exercises could be:

• within a language study and the learning that will be assessed with Achievement Standard 1.1. For example, using the language study as a model with a writing focus on the use of persuasive or other techniques
• within a text study. For example, writing from a different character’s point of view, or writing a prologue or epilogue for a novel that has been studied that year
• within a classroom focus on personal response. For example, documenting and reflecting on texts that they have encountered, using texts to experiment with structure, language, etc.

Standard Exclusions

This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent ‘double dipping’. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.

Click here for the exclusions list for the new NCEA Level 1 pilot Standards.

Literacy and Numeracy Requirements

This Achievement Standard has been approved for literacy in 2024 and 2025. 

Full information on the co-requisite for 2024 and 2025: Standards approved for NCEA co-requisite for 2024 and 2025 .

Assessment Activities

Oral presentation

Section 1 - value of oracy:.

The value of oracy skills can be carried with you your whole life. There are many situations that require you to communicate effectively.

Humans speak 10s of 1000s of words each day. Therefore, you have oracy skills already built up whether you believe it or not.

Do not associate the words oral presentation with "speech". There are many options that you can engage with to complete an oral presentation. You can complete these individually or as part of a group:

Rap or song

Slam poetry

Socratic Dialogue

Demonstration

Explanation

Dramatic monologue

Podcast (this is like a radio show)

You can FILM/VOICE RECORD your oral presentation. However, you must plan and check it with your teacher first :-)