2011:
Achievement criteria 90374
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From 2012:
Achievement criteria 2.6
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2011:
Achievement with Merit criteria 90374
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From 2012:
Achievement with Merit criteria 2.6
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2011:
Achievement with Excellence criteria 90374
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From 2012:
Achievement with Excellence criteria 2.6
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- Communicate straightforward ideas.
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- Develop, sustain and structure ideas in a visual text.
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- Communicate developed ideas.
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- Develop, sustain and structure ideas convincingly in a visual text.
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- Communicate fully developed ideas.
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- Develop, sustain, integrate and structure ideas effectively in a visual text.
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- Use appropriate oral and visual language and presentation techniques for a specific audience and purpose.
- Present material clearly.
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- Craft a controlled visual text using language features appropriate to purpose and audience
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- Combine appropriate oral and visual language and presentation techniques for a specific audience and purpose.
- Present material coherently and confidently.
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- Craft a controlled visual text using language features appropriate to purpose and audience to create effects.
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- Integrate appropriate oral and visual language and presentation techniques for a specific audience and purpose.
- Present material coherently and confidently in ways that are striking or innovative.
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- Craft a controlled visual text using language features appropriate to purpose and audience to command attention.
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| Judgements for Achievement
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Judgements for Achievement with Merit
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Judgements for Achievement with Excellence
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| The student produces one individual spoken performance at least two minutes in length. In that presentation, the student:
- develops ideas that show an understanding of the character and their role in the scene
- presents material clearly
- uses appropriate language features to create meaning, effect and to sustain interest. For example, uses appropriate oral (eg. intonation, volume, pace, expression) and visual language techniques (eg. costume, props, movement, body language, gesture) for a specific audience (eg. classmates) and purpose (eg. to convey inter-generational tension
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The student: As for achievement, plus:
- develops and structures ideas in a generally credible and connected way
- selects appropriate language features.
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The student: As for merit, plus:
- develops, sustains and structures ideas in a compelling or persuasive way
- selects and uses language features in a confident, articulate and sustained way.
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| Evidence for Achievement
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Evidence for Merit
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Evidence for Excellence
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| Selected exemplars on the Level 2 NCEA Speeches and Performances video. Alternative evidence sample for achievement: James' group reproduced the 'balcony scene' from Romeo and Juliet, deciding to retain the original 15 century setting.
James' portrayal of Romeo gained 'achieved' because:
- he took part in the performance,
- he could be clearly heard,
- he varied his intonation appropriately especially when he delivered his most intimate lines to Juliet ("Lady, by yonder blessed moon I vow") at which point he became quieter and more serious,
- he used pace well to convey a sense of breathless, youthful energy earlier in the scene ("By love's light wings did I o'erperch these walls"),
- he used little or no body language - even his kiss of Juliet appeared wooden and perfunctory.
To 'achieve with merit' James needs to be encouraged to make much greater use of gesture and body language to augment his reasonably confident use of voice.
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Selected exemplars on the Level 2 NCEA Speeches and Performances video. Alternative evidence sample for merit: Leilani's group chose the scene where Romeo and Juliet first meet at the Capulet's "ball". However, they chose as their setting a modern 'typical' New Zealand teenage party with Juliet being a Pacific Islander and Romeo, Pakeha.
Leilani achieved with merit because:
- She took part in the performance
- she was clearly audible and used variations in intonation, pace and pitch with considerable confidence to portray a shy, innocent Juliet unused to advances such as Romeo's ("Ay pilgrim, lips that they must use in prayer"). She also used voice, gesture and body language effectively to convey her nervousness at Romeo's advances - she was obviously very aware of the delicate situation she was in her family home.
To 'achieve with excellence' Leilani could have portrayed a more complex Juliet, eg. one who was both shy and nervous but also flattered and a little more flirtatious.
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Selected exemplars on the Level 2 NCEA Speeches and Performances video.
Alternative evidence sample not available.
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