Purpose
Achievement Criteria
Explanatory Note 1
Demonstrate understanding of specific aspects of studied text involves:
- describing specific aspects of a text
- describing how specific aspects create engagement with, or viewpoints on, a text
- supporting descriptions with examples from the text.
Demonstrate convincing understanding of specific aspects of studied text involves:
- explaining how specific aspects work together to create engagement with, or viewpoints on, a text
- supporting explanations with examples from the text.
Demonstrate perceptive understanding of specific aspects of studied text involves:
- discussing the relationship between specific aspects of a text, and the author’s purpose or wider context, using examples from the text
- supporting discussion with examples from the text.
Explanatory Note 2
Studied text may include Aotearoa New Zealand, Pacific, or world texts.
Studied text can be in written, visual, or oral form. Evidence for the standard may include reference to more than one studied text.
Explanatory Note 3
For the purposes of this achievement standard, aspects of text could include reference to two or more aspects such as character, ideas, setting, plot, style, purposes, language features or techniques, structure, and other relevant aspects.
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.
Conditions of Assessment
This standard assesses students’ own literary interpretation of texts. This may take a variety of forms. Students may choose text(s) studied in class or independently studied text(s). While the study of a text may be assessor-directed, the ideas, descriptions, explanations, and discussions must be the student’s own work. While assessors can assist students to select appropriate text(s) and aspects of text(s), the teaching must use different text(s) or aspects from those used for assessment. The expectation is that students are to demonstrate their own understanding of aspects of studied text(s).
Text types could include extended texts, short texts, poems, song lyrics, graphic novels, short films, films, podcasts, etc. Assessors should check that the text choice will allow students to respond with appropriate depth. Text(s) should be age appropriate, eg not inclusive of films that are R16 for students under the age of 16.
Assessor involvement during the assessment event is limited to feedback that consists of broad guiding statements and supporting students to reflect on their own progress to inform their next steps. Feedback must avoid correction of specific details or ideas.
Assessors should ensure student evidence at any achievement level includes sufficient evidence that the grade is met across all aspects. Where more than one text is referred to, assessors must be confident that there is sufficient evidence across all texts and aspects that the grade is met.
Specific and relevant details from the text are needed to support the student’s understanding of aspects of text. Details can include quotations or specific description. Plot summaries, and lengthy description that is not linked to demonstrating understanding of specific aspects of text, are not required. Selection of evidence for submission is to be carried out by the student.
Word and time limits in the Assessment Activities are indicative only. It is expected that students should be able to meet the Standard within these limits, but it is not a requirement of the Standard that they do so.
Students will be assessed on the quality of their response, not the presentation of the response.
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.
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 assesses ākonga on their understanding of studied text. Ākonga will gain an appreciation of how texts are constructed and how aspects of text can work together to influence the intended audience, evoke emotion, and create engagement. Ākonga will learn to interpret their own responses to aspects of text, as well as recognise the text creators’ intended effects. They will learn to recognise how audience engagement and viewpoints are created and developed.
This Achievement Standard aligns with the following items of Significant Learning:
- interpret ideas within and between texts from a range of contexts
- take a stance and explain their interpretations of increasingly complex texts, using examples and/or details primarily from the text(s), but also from beyond it
- identify, describe and explain their own perspectives through their responses to various texts.
This Achievement Standard also presents an opportunity for ākonga to explore texts from Aotearoa New Zealand and the Pacific and to make connections to their own experiences and that of their whānau and tūpuna. Teachers are encouraged to include both world and Aotearoa New Zealand texts when preparing ākonga for assessment.
Making reliable judgements
Ākonga are required to demonstrate their understanding of specific aspects from studied text(s). They will identify and describe specific aspects of text and how these create engagement and viewpoints. Aspects may include:
- character (for example, internal or external conflict, relationships)
- ideas
- setting (time and place)
- plot
- style
- purposes
- language features (for example, figurative language, syntax, symbolism, vocabulary)
- structures (for example, part text, whole text, narrative, beginnings and endings).
At higher levels of achievement, ākonga will consider how aspects of text work together to create connections beyond the text(s), which could include making connections across studied texts or to other texts, as well as considerations of community, society, or the wider world. This may include reflecting on the influences that knowledge, experience, and ideas from social, cultural, literary, political, or historical contexts have on constructing meaning from a text.
Collecting evidence
Responses created by ākonga will be focused on aspects they have chosen from their studied text(s). Ideally, ākonga will be able to choose the mode of presentation that best suits them to present their response. The response could take the form of a visual presentation, a written response, or an oral presentation. Ākonga are assessed on the quality of their response, rather than the quality of their chosen method of presenting their learning for assessment.
There are several ways that ākonga can approach their response to aspects of studied text(s). Ākonga could consider broad and overarching aspects that stand out to them, such as character, setting, or an important event, and focus their response on how these aspects affect reader or viewer engagement. Alternatively, aspects can be focussed on the finer detail of texts. For example, ākonga wishing to focus on characterisation could either examine a single character and how different aspects of the characterisation affect the reader’s engagement with them or discuss their viewpoints on the significance of three different characters in a studied text (or across more than one studied text).
Ākonga could consider a comparison of the choices and motives of characters and people portrayed in texts, with the choices and motives of themselves and others, and express their viewpoints. They may also show their understanding through engaging with the portrayal of ideas or assumptions reflected in the text(s), or through connecting to other texts, and considering author’s purpose.
When considering aspects of studied text(s), ākonga are encouraged to use this as a way to deepen their own personal understandings of the text(s). They could show their understanding by exploring how the aspects have a personal impact or connection, offering their own personal viewpoints. Alternatively, they could draw on the viewpoints of others within and beyond the text, potentially taking a more objective stance.
Ākonga will support their understanding by providing specific and relevant details from the studied text(s). Details can include quotations or specific descriptions and must be directly linked to the response and explanation.
Possible contexts
Prior to being assessed, as part of a teaching and learning programme, ākonga will have engaged with a wide range of texts by a variety of text creators; these may be texts studied in class, or independently selected ones. Text types could include extended texts, short texts, poems, song lyrics, graphic novels, short films, films, podcasts, etc. Ākonga should have opportunities to practice developing their understanding of texts through engaging with different aspects of texts.
The intent of the Standard
This Achievement Standard assesses ākonga on their understanding of studied text. Ākonga will gain an appreciation of how texts are constructed and how aspects of text can work together to influence the intended audience, evoke emotion, and create engagement. Ākonga will learn to interpret their own responses to aspects of text, as well as recognise the text creators’ intended effects. They will learn to recognise how audience engagement and viewpoints are created and developed.
This Achievement Standard aligns with the following items of Significant Learning:
- interpret ideas within and between texts from a range of contexts
- take a stance and explain their interpretations of increasingly complex texts, using examples and/or details primarily from the text(s), but also from beyond it
- identify, describe and explain their own perspectives through their responses to various texts.
This Achievement Standard also presents an opportunity for ākonga to explore texts from Aotearoa New Zealand and the Pacific and to make connections to their own experiences and that of their whānau and tūpuna. Teachers are encouraged to include both world and Aotearoa New Zealand texts when preparing ākonga for assessment.
Making reliable judgements
Ākonga are required to demonstrate their understanding of specific aspects from studied text(s). They will identify and describe specific aspects of text and how these create engagement and viewpoints. Aspects may include:
- character (for example, internal or external conflict, relationships)
- ideas
- setting (time and place)
- plot
- style
- purposes
- language features (for example, figurative language, syntax, symbolism, vocabulary)
- structures (for example, part text, whole text, narrative, beginnings and endings).
At higher levels of achievement, ākonga will consider how aspects of text work together to create connections beyond the text(s), which could include making connections across studied texts or to other texts, as well as considerations of community, society, or the wider world. This may include reflecting on the influences that knowledge, experience, and ideas from social, cultural, literary, political, or historical contexts have on constructing meaning from a text.
Collecting evidence
Responses created by ākonga will be focused on aspects they have chosen from their studied text(s). Ideally, ākonga will be able to choose the mode of presentation that best suits them to present their response. The response could take the form of a visual presentation, a written response, or an oral presentation. Ākonga are assessed on the quality of their response, rather than the quality of their chosen method of presenting their learning for assessment.
There are several ways that ākonga can approach their response to aspects of studied text(s). Ākonga could consider broad and overarching aspects that stand out to them, such as character, setting, or an important event, and focus their response on how these aspects affect reader or viewer engagement. Alternatively, aspects can be focussed on the finer detail of texts. For example, ākonga wishing to focus on characterisation could either examine a single character and how different aspects of the characterisation affect the reader’s engagement with them or discuss their viewpoints on the significance of three different characters in a studied text (or across more than one studied text).
Ākonga could consider a comparison of the choices and motives of characters and people portrayed in texts, with the choices and motives of themselves and others, and express their viewpoints. They may also show their understanding through engaging with the portrayal of ideas or assumptions reflected in the text(s), or through connecting to other texts, and considering author’s purpose.
When considering aspects of studied text(s), ākonga are encouraged to use this as a way to deepen their own personal understandings of the text(s). They could show their understanding by exploring how the aspects have a personal impact or connection, offering their own personal viewpoints. Alternatively, they could draw on the viewpoints of others within and beyond the text, potentially taking a more objective stance.
Ākonga will support their understanding by providing specific and relevant details from the studied text(s). Details can include quotations or specific descriptions and must be directly linked to the response and explanation.
Possible contexts
Prior to being assessed, as part of a teaching and learning programme, ākonga will have engaged with a wide range of texts by a variety of text creators; these may be texts studied in class, or independently selected ones. Text types could include extended texts, short texts, poems, song lyrics, graphic novels, short films, films, podcasts, etc. Ākonga should have opportunities to practice developing their understanding of texts through engaging with different aspects of texts.
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.
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.
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.
2021 Mini-Pilots material
Sample Exemplar
This sample annotated exemplar is a full sample of student evidence, with a commentary, to illustrate the type of exemplars that will be produced in the future.
As this Achievement Standard has been revised since piloting in 2021, this sample exemplar should not be used for planning or assessment purposes.
2021 Mini-Pilots material
Sample Exemplar
This sample annotated exemplar is a full sample of student evidence, with a commentary, to illustrate the type of exemplars that will be produced in the future.
As this Achievement Standard has been revised since piloting in 2021, this sample exemplar should not be used for planning or assessment purposes.
[ File Resource ]
- Title: English 91925
- Description: Mini-pilot sample exemplar
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/English%2091925.pdf?VersionId=sxiRgaMKWbCa3Zlpkn.0989iZqfUSL50
- File Extension: pdf
- File Size: 2MB
- English 91925.pdf
- Description: Mini-pilot sample exemplar