Purpose
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
- syntax.
Language features are specific language techniques that create or support meaning in a text.
Examples include:
- 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.
Examples include:
- paragraphing
- sequence/transitions
- clear opening, middle, and end.
Explanatory Note 4
Written conventions are established rules that are used to make writing comprehensible.
Examples include:
- 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
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 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
- narratives
- poems
- personal accounts
- scripts
- reports
- commentaries
- text reviews
- articles
- short fiction
- essays
- 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.
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
- narratives
- poems
- personal accounts
- scripts
- reports
- commentaries
- text reviews
- articles
- short fiction
- essays
- 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.
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.
Supporting Material
[ File Resource ]
- Title: EN1.3 Assessment Specification
- Description: English 1.3 Assessment Specification 2021 - Pilot use only
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-03/Assessment%20Specification%202021%20RAS%20Pilot%20Subjects%20%E2%80%93%20English%201.3.pdf?VersionId=YpLhiMG81MhzAhOPRAVd0WieUTQW06ko
- File Extension: pdf
- File Size: 242KB
- EN1.3 Assessment Specification.pdf
- Description: English 1.3 Assessment Specification 2021 - Pilot use only
EN1.3 Assessment Specification
[ File Resource ]
- Title: English 91926
- Description: Mini-pilot sample exemplar - Excellence
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-03/91926-exp-2021-excellence.pdf?VersionId=f6fyfW5j9R1Miv5Hz1NZJ9vIoPhwNtiq
- File Extension: pdf
- File Size: 213KB
- English 91926.pdf
- Description: Mini-pilot sample exemplar - Excellence
English 91926
External Assessments
[ File Resource ]
- Title: EN1.3 Assessment Specification
- Description: English 1.3 Assessment Specification 2021 - Pilot use only
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-03/Assessment%20Specification%202021%20RAS%20Pilot%20Subjects%20%E2%80%93%20English%201.3.pdf?VersionId=YpLhiMG81MhzAhOPRAVd0WieUTQW06ko
- File Extension: pdf
- File Size: 242KB
- EN1.3 Assessment Specification.pdf
- Description: English 1.3 Assessment Specification 2021 - Pilot use only
EN1.3 Assessment Specification
Exemplars
[ File Resource ]
- Title: English 91926
- Description: Mini-pilot sample exemplar - Excellence
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-03/91926-exp-2021-excellence.pdf?VersionId=f6fyfW5j9R1Miv5Hz1NZJ9vIoPhwNtiq
- File Extension: pdf
- File Size: 213KB
- English 91926.pdf
- Description: Mini-pilot sample exemplar - Excellence