Purpose
Achievement Criteria
Explanatory Note 1
Demonstrate understanding of significant aspects of unfamiliar texts involves:
- describing how meanings and effects are created in significant aspects of texts, using supporting evidence.
Demonstrate convincing understanding of significant aspects of unfamiliar texts involves:
- explaining how significant aspects of texts work together to create meaning and effects, using supporting evidence.
Demonstrate perceptive understanding of significant aspects of unfamiliar texts involves:
- discussing the relationship between significant aspects of texts, and writer’s purpose or wider context, using supporting evidence.
Explanatory Note 2
Significant aspects are selected from:
- purposes and audiences
- ideas (such as character, theme, setting)
- language features (such as figurative language, style, syntax, symbolism, vocabulary)
- structures (such as part text, whole text, narrative)
- text conventions (spelling, punctuation, grammar).
Explanatory Note 3
One of the unfamiliar texts will be a text by a Māori author.
Explanatory Note 4
Supporting evidence refers to examples of specific and relevant details from the text(s) used to support ideas.
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
Engaging with the study and interpretation of literary texts allows ākonga to draw on their own identity and experiences. It gives them opportunities to gain insights into people, cultures, perspectives, and places beyond what they already know.
Throughout a year-long teaching and learning programme, ākonga will have studied a range of literary texts. These will include texts that give ākonga the opportunity to learn about the unique nature of Aotearoa New Zealand, through the study of Māori voices and perspectives in literature. This Achievement Standard requires ākonga to draw on their learning from throughout the year on how meanings and effects are created in texts.
This Achievement Standard aligns with the following items of Significant Learning:
- interpret ideas within and between texts from a range of contexts
- identify and understand the features of language use in particular contexts
- 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
- take a stance and explain their interpretations of increasingly complex texts, using examples and/or details primarily from the text but also from beyond it.
When ākonga study a range of literary texts throughout a year-long teaching and learning programme, they develop their ability to understand aspects of texts. The skills used to interpret unfamiliar texts are foundational, and ākonga will use these skills to succeed in any pathways they choose. The ability to make inferences about the language choices used by text creators and their effects is one that connects to other Significant Learning in English. It also helps ākonga to navigate learning in other subjects, both in and beyond the classroom.
Making reliable judgements
Ākonga will be able to support their understanding of how aspects of texts create meaning and effects, by providing evidence in the form of specific and relevant details from the text(s). At higher levels of achievement, ākonga will be able to draw on their learning around writer’s purpose, as well as wider contexts, such as human experience, society, and the wider world. They will be able to weave a range of well-chosen examples into their responses to support their understanding of the unfamiliar texts.
Collecting evidence
This Achievement Standard will be assessed during an end-of-year examination of 90 minutes. Candidates will be required to respond to questions on unfamiliar texts.
The assessment will consist of three sections: non-fiction prose, fiction prose, and poetry. Each section will contain a single question. At least one of these texts will be by a Māori author.
Candidates are expected to write organised responses of around 250-300 words for each of the sections. Candidates are encouraged to write concise responses. The quality of the ideas in a response is more important than the length of the response. The content of any planning and note-taking spaces will not be assessed.
Refer to the External Assessment Specifications for further information.
Possible contexts
Understanding unfamiliar texts is a foundational skill in subject English. Every text that a student encounters for the first time is ‘unfamiliar’ so there are many opportunities in a year’s worth of teaching and learning for ākonga to learn how to approach, interpret, and understand unfamiliar texts. The study of unfamiliar texts, and in particular learning about meaning and effects, can be woven into written text studies. Learning about meaning and effects also complements engagement in the writing process and supports the development of skills necessary for the assessment of AS 1.3. Through engaging with a wide range of texts throughout the year, ākonga will learn how aspects of te ao Māori are woven through Māori literature and how Māori storytelling shapes texts.
The intent of the Standard
Engaging with the study and interpretation of literary texts allows ākonga to draw on their own identity and experiences. It gives them opportunities to gain insights into people, cultures, perspectives, and places beyond what they already know.
Throughout a year-long teaching and learning programme, ākonga will have studied a range of literary texts. These will include texts that give ākonga the opportunity to learn about the unique nature of Aotearoa New Zealand, through the study of Māori voices and perspectives in literature. This Achievement Standard requires ākonga to draw on their learning from throughout the year on how meanings and effects are created in texts.
This Achievement Standard aligns with the following items of Significant Learning:
- interpret ideas within and between texts from a range of contexts
- identify and understand the features of language use in particular contexts
- 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
- take a stance and explain their interpretations of increasingly complex texts, using examples and/or details primarily from the text but also from beyond it.
When ākonga study a range of literary texts throughout a year-long teaching and learning programme, they develop their ability to understand aspects of texts. The skills used to interpret unfamiliar texts are foundational, and ākonga will use these skills to succeed in any pathways they choose. The ability to make inferences about the language choices used by text creators and their effects is one that connects to other Significant Learning in English. It also helps ākonga to navigate learning in other subjects, both in and beyond the classroom.
Making reliable judgements
Ākonga will be able to support their understanding of how aspects of texts create meaning and effects, by providing evidence in the form of specific and relevant details from the text(s). At higher levels of achievement, ākonga will be able to draw on their learning around writer’s purpose, as well as wider contexts, such as human experience, society, and the wider world. They will be able to weave a range of well-chosen examples into their responses to support their understanding of the unfamiliar texts.
Collecting evidence
This Achievement Standard will be assessed during an end-of-year examination of 90 minutes. Candidates will be required to respond to questions on unfamiliar texts.
The assessment will consist of three sections: non-fiction prose, fiction prose, and poetry. Each section will contain a single question. At least one of these texts will be by a Māori author.
Candidates are expected to write organised responses of around 250-300 words for each of the sections. Candidates are encouraged to write concise responses. The quality of the ideas in a response is more important than the length of the response. The content of any planning and note-taking spaces will not be assessed.
Refer to the External Assessment Specifications for further information.
Possible contexts
Understanding unfamiliar texts is a foundational skill in subject English. Every text that a student encounters for the first time is ‘unfamiliar’ so there are many opportunities in a year’s worth of teaching and learning for ākonga to learn how to approach, interpret, and understand unfamiliar texts. The study of unfamiliar texts, and in particular learning about meaning and effects, can be woven into written text studies. Learning about meaning and effects also complements engagement in the writing process and supports the development of skills necessary for the assessment of AS 1.3. Through engaging with a wide range of texts throughout the year, ākonga will learn how aspects of te ao Māori are woven through Māori literature and how Māori storytelling shapes 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.
Supporting Material
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Documents Count: 3
[ File Resource ]
- Title: EN 1.4 Exam Resource 2021
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-05/91927-res-2021.pdf?VersionId=g5IXaQBWB7frPRsClAejIDM242Yi.2is
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- EN 1.4 Exam Resource 2021.pdf
[ File Resource ]
- Title: EN 1.4 Exam Paper 2021
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- EN 1.4 Exam Paper 2021.pdf
[ File Resource ]
- Title: EN 1.4 Assessment Specification
- 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%201.4.pdf?VersionId=3cTz4F.nQMTZVxa_MXmyHPWOint8YJ7Q
- File Extension: pdf
- File Size: 235KB
- EN 1.4 Assessment Specification.pdf
[ File Resource ]
- Title: EN 1.4 Exam Resource 2021
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-05/91927-res-2021.pdf?VersionId=g5IXaQBWB7frPRsClAejIDM242Yi.2is
- File Extension: pdf
- File Size: 186KB
- EN 1.4 Exam Resource 2021.pdf
[ File Resource ]
- Title: EN 1.4 Exam Paper 2021
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-05/91927-exm-2021.pdf?VersionId=kK2NKSV5cMaZy_Bc7K2p0bEZHIoacMsc
- File Extension: pdf
- File Size: 597KB
- EN 1.4 Exam Paper 2021.pdf
[ File Resource ]
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- 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%201.4.pdf?VersionId=3cTz4F.nQMTZVxa_MXmyHPWOint8YJ7Q
- File Extension: pdf
- File Size: 235KB
- EN 1.4 Assessment Specification.pdf
[ File Resource ]
- Title: English 91927
- Description: Mini-pilot sample exemplar - Achievement
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-05/91927-exp-2021-achievement.pdf?VersionId=NqdcjBXFWVNlH8f6tIGFDT76ykS8zBH4
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- English 91927.pdf
- Description: Mini-pilot sample exemplar - Achievement
English 91927
External Assessments
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Documents Count: 3
[ File Resource ]
- Title: EN 1.4 Exam Resource 2021
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-05/91927-res-2021.pdf?VersionId=g5IXaQBWB7frPRsClAejIDM242Yi.2is
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- EN 1.4 Exam Resource 2021.pdf
[ File Resource ]
- Title: EN 1.4 Exam Paper 2021
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-05/91927-exm-2021.pdf?VersionId=kK2NKSV5cMaZy_Bc7K2p0bEZHIoacMsc
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- EN 1.4 Exam Paper 2021.pdf
[ File Resource ]
- Title: EN 1.4 Assessment Specification
- 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%201.4.pdf?VersionId=3cTz4F.nQMTZVxa_MXmyHPWOint8YJ7Q
- File Extension: pdf
- File Size: 235KB
- EN 1.4 Assessment Specification.pdf
[ File Resource ]
- Title: EN 1.4 Exam Resource 2021
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-05/91927-res-2021.pdf?VersionId=g5IXaQBWB7frPRsClAejIDM242Yi.2is
- File Extension: pdf
- File Size: 186KB
- EN 1.4 Exam Resource 2021.pdf
[ File Resource ]
- Title: EN 1.4 Exam Paper 2021
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-05/91927-exm-2021.pdf?VersionId=kK2NKSV5cMaZy_Bc7K2p0bEZHIoacMsc
- File Extension: pdf
- File Size: 597KB
- EN 1.4 Exam Paper 2021.pdf
[ File Resource ]
- Title: EN 1.4 Assessment Specification
- 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%201.4.pdf?VersionId=3cTz4F.nQMTZVxa_MXmyHPWOint8YJ7Q
- File Extension: pdf
- File Size: 235KB
- EN 1.4 Assessment Specification.pdf
Exemplars
[ File Resource ]
- Title: English 91927
- Description: Mini-pilot sample exemplar - Achievement
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-05/91927-exp-2021-achievement.pdf?VersionId=NqdcjBXFWVNlH8f6tIGFDT76ykS8zBH4
- File Extension: pdf
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- English 91927.pdf
- Description: Mini-pilot sample exemplar - Achievement