English Study Design


Project Team

1999 Project Team Report

The English Study Design in Detail

 A Guide to Planning and Assessment

Cedric Hall: Report on the 1998 year 12 trial

 Terry Locke: "Assessment Standards: What's in a Name?"

 The 1999 Reference Test Trial

 Achievement 2001: Update and Forum

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An ESD-based achievement standard matrix 

Table II is a matrix modelled on the English Study Design currently being used in a number of New Zealand schools at Year 12. It should be pointed out that the achievement standards set out at level 1 are speculative. The English Study Design did not attempt to come up with a course at this level. A number of features might be pointed out:

1. While the achievement standards are the same at each level, there is no attempt to pretend that the processes at work in reading and producing texts are different between the levels. Rather, the differentiation is on the basis of the task and the context of the task. (Task descriptions for most of these tasks can be found in the English Study Design handbooks.)

2. Level 4 has been removed. The English Study Design uses a 10-point scale in its marking and course-based numerification of grades at level 3 would allow scholarships to be awarded as they are at present with Bursary English.

3. The terms "poetic" and "transactional" have been removed as discriminating categories. Range is assured by the task description parameters found in the English Study Design handbooks.

4. A research task has been introduced at Level 1. There seems no point in changing from what is already a justifiable component of the School Certificate year.

5. The "Read Widely" achievement standard of the English Experts has been replaced by the Workfile component on the English Study Design for levels 1 and 2. (A description of this task can be found in the English Study Design handbooks.)

6. The matrix suggests a combination of external assessment only, internal assessment only and internal assesssment with external moderation (for example, via a Reference Test at level 2). In this matrix, some form of external moderation applies for 58% of the coursework at level 1, 75% at level 2 and 83% at level 3.

7. Finally, the number of achievement standards has been reduced overall. This is in line with the relatively contained number of "task requirements" in the English Study Design". (As Cedric Hall's evaluation of the 1998 project indicated, there is a high degree of satisfaction among participating teachers of the way in which the ESD covered and was faithful to the intent of ENZC.


Level 1

Level 2

Level 3

Write in a

range of


1.1 6
Produce a range of writing for a variety or audiences and purposes.
2.1 6
Produce a folio of processed pieces of writing of publication standard.
3.1 7
Produce a folio of processed pieces of writing having studied critically a range of genres
Explore the language of and think critically about a variety of oral, written and visual texts 1.2 [E:exam] 8
Respond to a range of texts appropriate to students beginning to assume adult social roles
2.2 [I & E] 8
Respond to a range of texts of a general adult level of difficulty.
3.2 [E:exam] 8
Respond to a range of demanding and relatively complex texts, some with a critical reputation
Read and write independently and engage in a range of study processes 1.3 [I] 2
Maintains a workfile
2.3 [I] 2
Maintains a workfile
Communicate effectively with an audience 1.4 [I] 4
Makes two different types of presentation to an audience
2.4. [I] 4
Undertakes a communication project with a defined audience
3.3 [I] 4
Undertakes a performance project and formal seminar
Conduct research 1.5 [I] 4
Conducts research using a range of process and two presentational methods.
2.5 4
Undertakes a language investigation project.
3.4 5
Investigates and presents an issue.

Table II

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