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Writers: Jill Crewe and Jessica Holden
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
Language learning outcomes
Students will:
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
with links to
Reading: Personal Reading, Close Reading
Speaking: Using Texts
Listening: Listening to Texts.
Students write and develop a film review suitable for publication in a school newspaper. The review must be on a film studied in class.
The same conditions for assessment apply when assessing the internally assessed writing achievement standard 90376 Produce crafted and developed formal transactional writing [2.2] and unit standard 8825 [Produce transactional written text in complex forms] - 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.
NB: Teachers using this unit will need to check that it accords with their school assessment policy.
Learning task 1
Learning task 2
Learning task 3
WritingAFilmReview (Word 29KB) AssessmentSchedule (Word 44KB)
ESOL Online is a site for primary and secondary teachers of English language learners in New Zealand and internationally. English Online and Literacy Online are sister sites of this site.
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Literacy Online is a site for primary and secondary literacy teachers in New Zealand and internationally. English Online and ESOL Online are sister sites.
The Ministry of Education will work with the sector, parents, families and whānau to remove National Standards Ngā Whanaketanga Rumaki Māori. We want to focus on children's progress and achievement, across the wider curricula, while not forgetting the importance of foundation skills of literacy and numeracy, te reo matatini and pangarau.
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Assessment Online helps school leaders and teachers in gathering, analysing, interpreting, and using information about students' progress and achievement. The emphasis is on the formative use of assessment to improve students’ learning and teachers’ teaching as both respond to the information it provides.
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English Online is a site for primary and secondary English teachers in New Zealand and internationally. ESOL Online and Literacy Online are sister sites.
Site framework:
Each home page shares the same framework and navigation:
Each site hosts a community for teachers to share knowledge, ask questions and support each other.
The common framework also addresses content knowledge and pedagogy. The English Online framework has been aligned to the English curriculum achievement objectives.
The website, together with ESOL Online and Literacy Online, has an explicit learning orientation:
Principles that underpin the site:
English Online was originally part of an ongoing English professional development contract between Unitec and the New Zealand Ministry of Education. In 1998 and 1999, it involved 100 primary and secondary schools per year. Each school nominated a lead teacher who undertook an Internet tutorial, and then developed a unit of that was posted on the site as a permanent resource for New Zealand (and international) English teachers.
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