Writer: Gayle Cattell
| NCEA Level: 2 | Duration: 8 weeks |
| Achievement standard being assessed AS90376 (English 2.2):
Achievement standard 90376 assesses similar outcomes to unit standard 8825 [Produce transactional written text in complex forms]. Both standards require the same overall standard of writing to gain achievement [2.2] and credit [8825]. Even though the two standards assess similar outcomes, there are some differences in terminology. The term "conventions" is used in performance criteria 1.3 [8825] to mean style and structure. "Conventions" in the formal writing achievement standard refers to grammar, spelling, grammar, and punctuation. The standard of technical accuracy required in 8825's pc 1.4: " Final product is crafted to publication standard" is identical to achievement level for 2.2 conventions criterion: "use writing conventions accurately." Achievement criteria
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Language learning outcomes
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This achievement standard is derived from English in the New Zealand Curriculum, Learning Media, Ministry of Education, 1994, up to and including Level 7.
Writing: Transactional Writing, Exploring language, Thinking critically, often with links to Processing information
Links to
Reading: Personal reading, Close reading
Speaking: Using texts
Listening: Listening to texts.
Students will describe an important character in the text and say either why the character is important (characterisation) OR how we learn about that character.
This unit can be taught in conjunction with AS 2.4 Read, study and analyse a number of short written texts. A suggested additional text is A Cup of Tea by Katherine Mansfield.
The same conditions for assessment apply when assessing 8825 and the internally assessed writing achievement standard 90376 Produce crafted and developed formal transactional writing [2.2] - or any internally assessed unit or achievement writing standard at any level. Teachers must be satisfied that the work is the students'. Students should complete internally assessed writing work class. If the pieces are to be assessed for summative assessment, teachers should ensure that the extent of teacher input does not compromise assessment validity; in other words, the writing is the students', not the teachers'.
This is an internal assessment and as such should be worked on only in the classroom under teacher supervision. To ensure authenticity, students work should be held by the teacher between periods.
Teachers may guide students actively through the initial tasks helping them to identify techniques mentioned. Teachers may show how the techniques used in the exemplars can be applied to students' own writing.
As they develop drafts, teachers can advise students that their writing may need further work on ideas, language, structure or accuracy in spelling, punctuation or paragraphing but not correct errors. Students should have access to dictionaries to check their writing. Word processing is acceptable providing it is done under teacher supervision.
Consultation should occur with each student prior to the final submission. Students should have several opportunities during the year to develop their transactional writing skills. Students may use English language dictionaries, but not foreign language or electronic dictionaries.
NB: Teachers using this unit will need to check that it accords with their school assessment policy.
Completion of this task to a satisfactory standard meets AS 2.2. Allow approximately four periods, but vary the time to suit student needs.
Refer to the conditions relating to internal assessment at the beginning of this unit and the TeacherInstructionSheet (Word 30KB) .
Students require the following for the assessment task: StudentInstructionSheet (Word 27KB) , The Garden Party Exemplar A achieved (Word 12KB) , The Garden Party exemplar B (Word 18KB) , and The Garden Party exemplar C (Word 16KB) Exemplar C (16 kB), IdeasPage (Word 25KB) , DraftSheet (Word 19KB) , and AssessmentTaskSheet (Word 22KB) .
AssessmentSchedule (Word 50KB)
Published on: 24 Jun 2009
