An ESD-based achievement
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
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
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English Experts has been replaced by the Workfile component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.
Write in a
Produce a range of writing for a variety or audiences
Produce a folio of processed pieces of writing of
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
|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
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
|3.3 [I] 4
Undertakes a performance project and formal seminar
||1.5 [I] 4
Conducts research using a range of process and two
Undertakes a language investigation project.
Investigates and presents an issue.
Back to Update and Forum menu